Christy Barrow

Classroom Management Plan

Personal Philosophy of Classroom Management

I believe that classroom management is more that just receiving desired behavior from

one’s students. It is organizing one’s classroom, establishing classroom rules and procedures,

managing student work, creating a classroom environment that welcomes students, planning and

conducting instruction, managing cooperative learning groups, and communicating effectively.

Classroom management is what it takes to run classroom instruction smoothly so that all students

have the opportunity to learn to the best of their ability. I believe that good classroom

management allows maximum learning to take place, and this is what all students deserve.

In order to create a classroom layout that is conducive to good classroom management, I

must keep high-traffic areas free of congestion, be sure students can be easily seen by me at all

times, keep frequently used materials and supplies easily accessible to my students, and make

sure that my students can see me and the displays while I am teaching. I believe that my rules

and procedures must be clear so that my students will know what is expected of them. I want to

make sure that I focus on what my students “can” do and not what they “can’t” do. I believe that

this will help create a positive learning environment for them. I also believe that as a teacher I

should know how to effectively monitor my students’ behavior and progress in the class. This

will help me to remain “with it” so that I can prevent problems before they arise. I will provide

positive and adequate feedback to my students as well so that they know where they stand in the

class and they have clear ideas about what is expected of them. I think that it is a good idea for

students to be apart of their behavior management plans so that they can create rewards to act as
incentives for desired behavior. I want my students to believe that their input is respected when

determining how to deal with problem behavior.

Classroom Rules and Procedures:

Rules:

1.) Be polite, courteous, and respectful at all times.

2.) Be ready and prepared for all classroom assignments and instruction.

3.) Listen quietly while others are speaking.

4.) Be quiet in lines, hallways, and restrooms.

5.) Always do your best.

6.) Obey all school rules.

Procedures:

Room Use

1.) Do not remove anything from the teacher’s desk or other storage areas without my

permission.

2.) Do not remove anything from another student’s desk without his or her permission.

3.) Commonly used supplies and resources may be taken at any time during the day

without permission and they must be returned at the end of the day.

4.) The drinking fountain, pencil sharpener, and sink may be used one at a time when the

teacher is not conducting a lesson or talking to the whole class.

5.) The class will go to the restroom as a group before lunch, after recess, and after P.E.

Otherwise, students must ask for permission to use the restroom one at a time and they will take

a restroom pass with them.

 6.) Students may use classroom centers when instructed to do so by the teacher. The

students may talk quietly at the centers and all materials must be returned when finished using

the centers.

7.) Only two students may be at the two computers at a time. Students may use the

computer stations when the teacher has granted them permission.

Individual Work and Teacher-led Activities:

1.) Listen quietly while the teacher or other students are speaking. Face the presenter and

have any materials that are not needed put away.

2.) Students must raise their hands, wait to be called on, and remain in their seats if they

wish respond during class presentations and discussions.

3) Students may talk quietly to a neighbor if they have a question about a class activity,

but if the talking gets too loud, the privilege will be lost.

4.) If students are working at their seats and have a question, see if you can ask three

other students before you raise your hand for me to come help you. If it is a question that only

the teacher can answer, raise your hand and I will come to you.

5.) When students finish class work early, the teacher may assign an enrichment activity

to complete or let the students who finish early help those who are still working if they need

help.

Transitions into and out of the Room:

1.) At the beginning of the school day, the teacher will give a quote for the day, discuss

the lunch menu, the class will state the pledge of allegiance, discuss the date, and discuss

upcoming school events.

 2.) I will assign the tables numbers, and when it is time for the class to leave the room I

will call out numbers of the tables that are being the quietest and those students will be able to

line up at the door to leave the classroom.

3.) When returning to the room, the students will enter the room quietly, return to their

seats, and use the pencil sharpener, sink, restroom, and drinking fountain on at a time in each

area.

4.) At the end of the day, the students will clean off their desks, get their materials ready

to go home, and make sure that they leave the classroom on time to catch the bus or get to the

carpool line. I will provide a list of materials needed to take home on the white board for the

students.

Small Group Instruction:

1.) Students will be given assignments by group and work requirements will be given

before hand with the whole class.

2.) Transitions into and out of the groups must be brief, quiet, and free from disruptions.

3.) In the groups, students must quietly listen to and face the speaker. Students who wish

to respond to the speaker can raise their hands before speaking, but if a discussion is taking

place, talking can be less structured.

4.) Outside of the small groups students are expected to work quietly. Students are

allowed to help one another with work, and I will assign a group monitor who will write down

any behavior problems.

5.) I will assign material distributors to hand out group materials and supplies before

small group instruction begins.

 6.) In cooperative group activities students are to respect one another and value one

another’s thoughts and opinions. Students should work cooperatively to achieve a clearly defined

goal. When groups are presenting, the rest of the class should be paying attentions.

General Procedures:

1.) Each week I will assign different students to carry out the classroom jobs. Two

students will be assigned to each job. The jobs will be to hand out materials and supplies, line

leaders, clean the white board, and collect homework/paper.

2.) A hall pass will be used by students who wish to use the restroom.

3.) Students may go to the library, resource room, and school office when I have granted

them permission and given them a hall pass. Small groups may go to the library to carry out

research if necessary while the rest of the class stays in the classroom.

4.) Aggressive behavior and dangerous play is not permitted on the playground. When I

want the students to line up to go back inside, I will blow a whistle.

5.) We will follow school rules for fire and disaster drills. I will go over them ahead of

time and review them before the first drills.

6.) Students are to be on their best behavior in the cafeteria. They must not throw

anything or shout across the cafeteria.

4 Different Strategies Useful for Classroom Management:

1.) Keep the lessons moving and transition smoothly from one activity to the next. This will

help maintain momentum and keep the lessons running briskly. Teachers must have withitness in

order to notice and correct misbehaviors before they intensify or spread to more students.

Overlapping is how the teacher handles two or more events occurring at the same time. Both of
these qualities will help me to keep the lessons moving because I will be able to notice when the

students are bored or restless.

2.) When students are being disruptive by talking, poking, pulling or crumpling paper, go

stand by them. This will let my students know that I am aware of their behavior and I want them

to stop. It is also not disruptive to the rest of the class and the lesson can continue smoothly. If

the student does not stop his or her behavior I can put my hand on his or her back and ask them

to stop quietly.

3.) I will make sure that I tell my students when they are doing good. This small strategy will

let my students know that I recognize their good behavior and it will encourage them to continue

behaving well. I will make sure that my praises are specific so that my students know that I

notice specific things that they do well. If I were to make general comments about work such as

“good job, Taylor,” I don’t think it would mean as much to the students. I will say things like,

“Thank you, Taylor, for putting the crayons away like I said.” This way other students will also

notice the desired behavior and then carry it out because they know what I want them to do. This

will also keep a positive atmosphere for my students because I will be praising them for their

actions, not reprimanding them constantly.

4.) I will recreate a reward system to provide an incentive for good behavior for my

students. The students will receive “buzz bucks” when I notice good behavior. The students will

save their “buzz bucks” and at the end of the week on Friday, I will give them the opportunity to

use their “buzz bucks” to buy pencils, erasers, candy, and other goodies. This will be an

incentive for my students to behave well so that they receive an external reward and then they

are able to purchase things for themselves.