Dr.

Schwan – SEED 400

Classroom Management Plan

Lizzy Katz

The first day of class is vital for any classroom. Because of this, I will discuss how I will operate
my classroom first, and then follow the discussion up with a specific first day of class section.

First, I will create expectations and rules by allowing my students to give me input and
suggestions. I will give examples to my students of what to do and what not to do. Once we
decide on a few simple rules, I will break them down into easily distinguishable categories (such
as, academic and behavior expectations). After informing my students about the rules and
expectations—that we agreed upon—I will make sure they are displayed in an easy to view
location. I will be sure to reinforce them in context very frequently (especially early on) so that
my students learn what is expected. Most importantly I will demonstrate to my students what I
expect by modeling the behaviors myself. I will also be sure to reinforce positive behaviors
rather than just punish negative behaviors (Catapano, n.d.). The specific rules and expectations
for my classroom can be found below in the first day of class section.

To establish procedures and routines in my classroom I will first explain the reason for the
routine so that students may understand it. I will have the students practice the procedures and
routines so that they learn them and become familiar with them. Again, I will clarify them by
modeling them daily (Young, n.d.). The specific procedures and goals for my classroom can be
found below in the first day of class section.

Reinforcing expectations will be done by using positive reinforcement frequently. I will make
the students feel smart whenever they ask questions and are actively participating by saying
things such as, “That’s a great thought but..”, “Very good!”, “You’re on the right track”, etc. I
will also demonstrate to my students how they should verbally encourage and build up their
classmates. I will give compliments to students while they participate in group work and say
“thank you” when they answer a question of mine. Along with that, I will highlight what
students did right instead of what they did wrong by making it a priority to mention the good
things to them. If the students are very good for an extended period of time, I will tell them
they are allowed to work with a partner for the last five minutes or I will let them have five
minutes of free time once in a while. While I give them these privileges, I will explain to them
why they earned it (by mentioning a rule, expectation, or procedure they followed well).

Engaging students will be important to me. Every day I will work to form a relationship with
each of my students. I will make a point to ask about their lives outside of the classroom. I will
also share parts of my life with them. Something I would like to try every day would be to mimic
a hypnotist. Instead of saying, “OK let’s get started”, I’ll say, “Point your eyes toward me”.
Lastly, I will do my best to use humor in class to keep my students laughing. Additional
management techniques I plan to utilize in my classroom can be found below in the first day of
class section.

I will manage behavior by being fair and consistent with my rules. If a rule is broken I will first
give small consequences to see if that gets the job done. I will only utilize larger consequences
as they show need. I will try to reinforce good behaviors only—pointing out what was done
correctly every time something wrong happens. I will ask the student to tell me what they did
wrong, why they thought it was wrong, and also to tell me something they did right. If it comes
down to it, I may utilize “think sheets” that require my students to fill out a form that relates to
their mistake. The hierarchy of consequences can be found below in the first day of class
section.

First Day of Class

Forward: Welcome to my class. I am here to teach; you are here to learn. I will do my job but
you must actively participate to do yours. We will together use this year wisely and beneficially.
A positive attitude is the key to success so let’s keep it all the time.

Rules: 1. Respect self, others, facilities, and materials

2. Bring all necessary materials to class
3. Actively engage in the learning process by participating in all classroom activities
4. Take personal responsibility for the privilege to learn

Consequences: 1. Verbal warning (loss of privilege if necessary)

2. Student/Teacher conference
3. Written and verbal parent notification
4. Involved parent and administrator

Management techniques: 1. Use eye contact/proximity

2. Set and model good examples for students
3. Selective ignoring/verbally praise good behavior
4. Diffuse confrontation before it starts
5. Stay calm at all times
6. Do not use put downs or sarcasm/maintain professionalism
7. Focus on student’s behavior and not the student as the source
of the problem
8. Be firm, fair, and consistent all of the time
9. Follow through with rules and consequences
10. Admit to mistakes – be honest and fair – apologize

Procedures:
Entrance: Make sure you have all necessary materials for class, enter quietly, and get ready for
work.
After bell rings: immediately start the bell-work that will be written on the board, when finished
wait quietly for next direction.

During instruction: Listen to the teacher with full attention, no talking or whispering, ask
permission to speak by raising your hand, ask questions related to the subject—other questions
which are not related to the subject can be asked after instruction, if you don’t understand
something after instruction make sure to ask questions mentioning which part you didn’t
understand.

While working: Read or listen to the directions, if you are asked to help be polite and kind and
offer your best, talking to each other about work should not be louder than a whisper, respect
each other and be friendly, use your time wisely—put forth your best effort to finish your work
on time.

Teacher: If the teacher raises her hand stop whatever you are doing at that moment, face the
teacher and wait silently, notify any classmates who haven’t noticed that the teacher has raised
her hand, no talking or whispering—all of your attention should be given to the teacher
Dismissal: clean your work area and throw away all garbage, wait for the teacher to dismiss
you—the bell doesn’t dismiss you, after you get permission to leave push your chair in and
leave quietly.

Collection and distribution of papers: The students will quietly walk their assignments up to the
teacher’s desk when they are asked to do so. (This will give them a chance to move around.) If
they do not have a copy of the assignment, they will quietly walk up to the teacher and inform
him/her that they need it. When passing out papers, the teacher will call on one student to
come up to collect the papers and pass them out to each pod.

Homework: Assignments will be written on the board so it is the students’ responsibility to

write them down as well as the due date. Late homework will receive a two point deduction for
every day it is late.

Tardy: Without interrupting class quietly go to desk and give teacher tardy pass after instruction
is over.

Absent: When a student is absent it is THEIR responsibility to get the notes and work missed. If
a student knows they will be gone, come see teacher ahead of time. If it was unexpected, visit
with teacher upon return. Three unexcused absences are allowed. After that, missed work will
have points deducted.

Restroom: Students’ will not ask the teacher to use the restroom during instruction time unless
it is an absolute emergency. When students are quietly working at their desks they may walk up
to the teacher (or raise their hand) and ask to use the restroom. They will have five minutes to
do so and only one student will be allowed to use the restroom at a time.
Goals:

1. Empower students as leaders and decision makers.

2. Celebrate student growth.
3. Model a growth mindset and foster the same in the students.
4. Partner with students to apply the district vision to the classroom.
5. Create a culture of transparency within the classroom (Phillips, 2017).

In conclusion, I will manage my classroom by forming relationships with all of my students. I will
do my best to show them that I care so that I earn their respect. Then, I will enforce all of my
classroom rules by having the rules posted in the classroom where they are easily visible and by
correcting misbehavior immediately. I will be fair and consistent with consequences. To draw
more continuous positive behavior, I will verbally praise students and let them know that if I
notice a handful of students doing something good for a period of time, the class will receive a
reward (ex. pizza party, bonus points, extra homework time, etc.). Lastly, I will help my students
achieve my expectations by modeling for them what I would like to see. This will lead them to
my ultimate goal: each student becoming the best version of themselves.
 Works Cited

Catapano, Jordan. (NA). Classroom Management: Develop Clear Rules, Expectations. Retrieved
from Teacherhub.com

Phillips, Lori. 2017. 5 Goals to Set This Year for a Strong Classroom Culture. Retrieved from
knowledgeworks.org

Young, Denise. NA. Classroom Routines and Procedures. Retrieved from learnnc.org