Classroom Management Plan

The following classroom management plan details every aspect of my philosophy, rules, and
expectations for my Language Arts classes. I will use this management plan as a guide
throughout the year in order to help me make decisions, plan lessons, and work with students.

1. Determine Your Philosophy

My philosophy for behavior stems from both humanistic theory and the cognitive theories of
motivation. More specifically, I believe students are more than who we see in the class. If a
student has a negative interaction or event occur before school, this will adversely impact their
desire to participate in learning/cooperate with their teacher. As a teacher, I hope to demonstrate
through my attitude accessibility and understanding so that students are able to approach me if
they have something impeding their progress. I also want to utilize reflective journaling. At the
beginning of class, students can rate or respond to the following questions: On a scale of 1-10,
how much sleep did you get last night? Write briefly about a goal you have for today. How can
you achieve this goal? Is there an obstacle for your learning today? At the end of the day, they
respond to these questions: What was something you enjoyed about class today? What did you
do well today? How can you do even better tomorrow? Did you do something to service your
goal for today?
From a cognitive perspective, Ive now had experience looking into antecedents and setting
events for behaviors as a part of my understanding that the instruction and the learning
environment may also impede a students learning and incite a certain difficult behavior. If I am
able to adjust troublesome behaviors, I need to be able to understand why a student is behaving a
certain way, what theyre hoping to accomplish with the behavior, and what I can have them do
instead that might actually still serve a want/need. As a teacher, I also need to be reflecting

constantly on what it was I was asking of my students and how that might have impacted them. I
also need to be recognizing how I reacted to their behavior, and what I can do to improve (the
students and my) situation for the next day of learning. There may also be a question of access
whether to the curriculum or to another motivation, and that needs to be in constant observance
as well.
2. Incorporate school policies and procedures
Right now, Im not fully aware of SLCSEs policies and procedures when it comes to
classroom management. However, I think most are fairly standard. First, I plan on setting up
their expectations for me on the first day (asking for their input). Then ideally, I will be able to
turn it around and say that it is fair of me to expect the same from them. I believe this will help
establish a positive environment because their input will be taken into consideration and applied
widely. It will be fair as well because they will have constructed the expectations to begin with. I
can then add on some of my own after.
Attendance and participation dont always go hand in hand like people think. I definitely will
construct an agreement about attendance, but I will also make it clear that showing up doesnt
equal out to constructive and active participation. As one of my professor phrases it, being a
warm body in a seat doesnt help the learning of yourself or others. You have to be willing to
make thoughtful contributions to the class and demonstrate that you want to be there. If my
students are doing the latter and always coming to class, these will result in rewarded points that
positively affect their grade. If they arent coming and arent participating in class, this will
adversely affect their overall grade and ability to make-up work (as outlined in Ms. Bradys
disclosure).
I also want to address technology (if it is a concern in my site, if not, for the future). There
will be plenty of times where we use technology in the class. That being said, as a teacher, I

cannot always be competing with cellphones and the attention they draw. For that reason,
students will be assigned a slot at the front of the classroom where they need to deposit their
silenced devices before instruction begins. With respect to any general school policies, if
students are found to be using devices without permission, they will have them taken away and
turned into the office to be picked up at the end of the school day.
3. Consider preventive methods of classroom management
I generally dont have any issue with setting the tone for a class and what students can expect
of me. The first day, I like doing an icebreaker game. My favorite (if this were to be our classs
first day together) is a memory game. We have someone start the circle by saying their name.
The next person needs to repeat the last persons name before they same their own name and so
on. From there, we can branch it our to questions of favorite color, class, musician, etc. This is a
quick activity that gets us talking and learning about each other.
As far as setting some rules and consequences, my biggest one would be in regards to
technology. I see that as an immediate impediment to the learning environment. But I wouldnt
be harsh about it. I would just offer that space where they deposit their phone and explain why it
would be beneficial to our classroom (how it helps them learn, how it helps me teach). I think
kids in middle school are savvy enough to recognize that phone usage can be distracting so as
long as I dont portray myself as an authoritarian type, I think it would go over well.
As one of my professors said, mine your classroom from day one. This means honor and
run with the contributions given to you by your students, even if it wasnt the answer you were
looking for. Conversations in class (especially for English) can take some interesting terms
whether youre talking about positions of an argument or passage analysis. This will create a
more nurturing environment so that students may be prone to sharing more often, knowing there
isnt just my answer to questions.

4. Move on to positive reinforcement

For students who are actively participating, attending class, and keeping up with our device
policy, I could utilize a few different modes of positive reinforcement. First, if the school has a
token economy reward system, I will hand those out to regular and consistent learners wherein
they can earn rewards/prizes. If they dont have a system in place, I will establish one where they
can trade in the dollars at the end of the month for a prize. Second, (and Im curious to see if
this would jive in a middle school) I would make a kudos wall for the classroom. Students and I
could post notes thanking and recognizing other students for good work in the class whether it
was a good presentation or helping another student with work. Third, I would offer extra credit
for good traits and contributions (certain amount max for each day).

5. Define classroom rules

My class rules would be kept fairly simple:
1. Be ready: Showing up on time with finished homework, needed school materials,
showing alertness and attentiveness to class discussions and lessons.
2. Be responsible: Own your choices, ask for help when you need it, regulate your time
well, and work well in partnerships/groups.
3. Be respectful: Focusing where you need to instead of getting off task, and help create
a positive environment by showing constant kindness and understanding towards
peers and school staff.
The rest of the rules can be worked out/negotiated as a group.

6. Understand each childs motivation

Motivations: attention, escape, tangible item, and sensory.

For attention seekers, open praise for good behaviors tends to be a good motivator for
them. Time with a chosen partner/friend to complete assignments can also be good given that
students seeking attention might also crave social interaction. Escape-motivated students will be
given two break passes, guaranteeing them a 5 minutes pause from an assignment so they can
stretch, rest their head on their desk, go out in the hall for a moment. This would be beneficial
because it doesnt detract heavily from instruction (these students sign them and put them on my
desk when theyre being used) and they get to leave an assignment momentarily. These will only
be handed out if a behavior is constantly presenting itself. Aside from that, the student might be
given a non-assignment based job to complete quickly that helps the class/teacher. The students
seeking tangible items can earn dollars for the school or class store. And sensory students can
be provided with a standing workspace or a workout ball to sit on.

7. Explain consequences for breaking those rules

Consequences for breaking rules regarding my three Rs would depend on the rule
broken. If the student is constantly unprepared: tardy and/or absent, doesnt finish
assignments, I will first have a direct conversation with the student after class. If it continues,
a note or a phone call home will be given to notify the parents/guardians. I might also get in
communication with the previous teacher (if any) to see what we can do about getting the
student to the next class in a timely manner. If homework isnt being completed, I will see
first if they need my assistance to clarify assigned work. However, if that isnt an issue, I will
have them come in before/after school to do assignments. If that doesnt work, then I will
send home an assignment log that parents have to sign indicating the work is being taken
home and completed.
If students arent being responsible as defined above, I will ask them to stay after class to
do a check-in with me, talking about what decisions were made in class, why, and what can

be done differently by both sides. After that, if irresponsible behaviors persist, I will ask them
to work solo on certain assignments/move to a front desk in the class. After that, I will have
them sit in the office to complete work and Ill get in contact with the parents so we can have
a conference regarding difficult in-class behaviors. If they arent showing responsible phone
use as well (like having it out in class), I will issue one verbal warning and have them bring it
up to deposit into their assigned slot. The next time its seen, I will ask them to give it to me
and they will pick it up at the end of day from the office (as is the usual policy for schools).
If there are issues of disrespect being shown in the classroom, I again will talk with the
student first to see what is going on (giving them a chance to be upfront with any issues that
might be impacting them). If it involves another student, Ill pull a school counselor to come
and talk with myself and the involved students to reflect and apologize for disrespect shown.
If it happens again, the parents will be informed of the ongoing behavior and the students
will sign agreements to not interact with each other for an extended period of time. A contract
with also be signed if disrespect is being shown towards me and well make up some agreed
up consequences. After that time (for disrespect towards teacher or another student), an office
referral will be used wherein a conference with the parents will be necessary.
In each scenario, the student is first presented with the opportunity to discuss issues with
me and resolve them. After which time, there will be a gradual progression of consequences
that students will be previously notified of.