Miss Kirk’s Classroom

Management Plan
 Table of Contents:

Philosophy of Classroom Management………………………...…….. Page 2-3

Behavioral Expectations…………………………………………...……Page 3-4

Pre-School Check off…………………………………………………….Page 4

Classroom Slogans or Mottos………………………………………….. Page 5

Classroom Rules………………………………………………………... Page 6

Motivational Strategies……………………………………………..….. Page 6

Hierarchy of Consequences for Rule Infractions…………………….. Page 7

Management of Procedures and Routines……………………………. Page 7-9

Instructional Planning…………………………………………………. Page 9-11

Classroom Arrangement……………………………………………..... Page 12

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 Miss Kirk’s Classroom Management Plan
Here in my classroom it is my goal is to provide my students with an environment
conducive to learning; therefore, it is expected of my students to display appropriate behavior on
a daily basis. The following behavior management plan will be implemented in an effort to
maintain an orderly learning environment and to redirect students’ inappropriate behavior.
Students can and will learn to modify and manage their behavior so that it is appropriate for
school. I will strive to create and reach high expectations for all of my students’ behavior and
academic progress.
Family involvement in this process will play an integral part in my students’ overall
success. Please take the time to discuss the components of this plan with your child. Miss Kirk
will keep families abreast of students’ inappropriate behaviors. If necessary, parents (or
grandparents or guardians) will be required to meet with Miss Kirk and the principal to develop a
specific plan for a child’s behavioral success.

Miss Kirk’s Philosophy of Classroom Management:

As a teacher, providing a safe, comfortable classroom environment and maximizing
opportunities for student learning are the most important factors in governing student behavior.
In this statement, I will describe my strategies for establishing and maintaining a well-managed
environment to optimize learning opportunities.
To make my room more stimulating and visually appeasing, I decorate it with Reading
and Math examples as well as examples of student work. The helper sheets and math facts
around my classroom are to help the students in times of need and boost their confidence levels.
At the same time, to minimize student distraction, these posters/student works are positioned on
the periphery or in the back of the room.
In order to help all students feel welcome and comfortable, I get to know their names and
interests right away and have informal conversations with them. All students’ interests,
strengths, and cultural backgrounds are welcomed and valued. I treat all students equally and
interact and communicate with them to make them feel cared for, listened to, and respected. My
efforts to respond to all student questions and to remain patient and calm contribute to my
comforting, welcoming classroom environment.
At the beginning of the year, I communicate my rules/procedures and expectations
clearly and directly. I require students and their parents to sign a contract stating that they have
read and understand my behavioral and academic expectations and consequences.
To minimize confusion, I find it helpful to tell students what is expected of them and how
to succeed in the class. For example, daily routines and procedures are implemented and posted.
A weekly calendar of assignments and due dates are also visible both in the classroom and on my
website. By using these things consistently, students become familiar with them and achieve a
sense of security in my classroom. I also provide students with objectives and clear, concise

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directions visually and vocally. These things help keep students focused, creating fewer
behavioral issues and allowing for more meaningful instruction time.
To prevent students from becoming sidetracked and bored, it is important to have a
continuous flow of activities. To ensure this, I plan all of my lessons with differentiation. The
students that normally finish their work quickly will have opportunities to expand upon their
work. All of my materials are organized in terms of accessibility and availability so less time is
spent accessing them. These efforts help ensure that class time is used wisely for furthering
education.
In conclusion, a well-managed classroom creates a comfortable, safe place where
students want to learn. It also prevents distracting events and behavioral issues, which allows for
more quality instructional and learning time.

High Expectations for Students:

If given high expectations for behavior and provided with the direct instruction and continued
reinforcement of positive behavior along with clear and fair consequences for misbehavior, my
students can and will learn to behave appropriately at school.
Miss Kirk’s students will focus on the Kirk Pick 6 Positive Behaviors:
1. Be Safe
2. Be Kind
3. Be Respectful
4. Make Correct Choices
5. Use Good Manners
6. Do Your Best
In addition to understanding and demonstrating the Pick 6 positive behaviors, students are
expected to follow school rules. The school wide/ district rules are detailed in the Parent
Handbook. Miss Kirk, the principal, support staff, and parents will review these rules with the
students. At school, Miss Kirk, the principal, and support staff will continually remind students
of, explain, demonstrate through their behavior, and reinforce with consequences the school
rules.

Positive Behavior Support:

Behavior expectations and consequences must be explicitly taught, modeled, and discussed. At
school, these are the responsibilities of the principal, teachers, and support staff:
 During the first two weeks of school, Miss Kirk will explain and demonstrate all
classroom policy, procedures, and behaviors. Miss Kirk will continue to remind students
of proper procedures and behaviors throughout the year. Miss Kirk will discuss the
expectations of students throughout the day.

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  Miss Kirk will utilize the Pick 6 Positive Behavior posters and the school rules to teach
the students the expectations in the classroom, cafeteria, gym, library, restroom,
hallways, at recess, and during dismissal.
 The Pick 6 posters will be placed all throughout the classrooms and to serve as visual
reminders to the students.
 The Pick 6 vocabulary will become a part of the school’s daily language to reinforce
appropriate behavior.
 Miss Kirk will have a system in place so that each student immediately knows the
consequences of his/her behavior. The system will include provisions for giving a
warning, redirection, time away, and logical consequences directly tied to the
misbehavior. Miss Kirk will provide the principal with a copy of their classroom plan for
behavior management.

Pre-School Check off:

_____ Introduction to Students
______ Familiarize myself with the building
______ Building Procedures
_____ Fire Drills
_____ Assemblies
_____ Email Communication
_____ 2 hour delays
_____ Review Students IEP’s
_____ Review Class Schedules
_____ Review Curriculum
_____ Scope and Sequence
____ Technology Policies
____ Determine Class Rules
____ Review Student Files and Data Available
____ Prepare Classroom
_____ Organization
_____ Draft and Distribute a Welcome Letter to Parents
_____ Materials and Supplies

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Classroom Slogans or Motto:
The Worst Thing about Making a Mistake is Being Afraid to Make One!

This motto/slogan was selected because all too familiar today are the “try hard” students.
Students that are too afraid to make mistakes. Part of me chose this motto because I was and still
to this day is this student. I also chose this motto because I want my students that it is okay to
falter. It’s okay to not get everything right all the time, we are human. I want my students to feel
comfortable about making mistakes, I do not want them to feel pressured to be perfect.

Today is a Great Day to Learn Something New!

I chose this motto/slogan because I want my students to come into each day with an open mind
and a will to learn. Sometimes students come into class with the “I can’t do it” mentality and
they are quick to shut down. I want each new day to bring about new opportunities to learn and
new ways to explore. I am a firm believer in student exploration and having students experience
new things on their own. This motto/slogan promotes this method and mentality tenfold.

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Classroom Rules:
1.) Keep your hands, feet, and objects to yourself
a. Students should not be touching one another. This is a good way for students to
get hurt or spread disease. Also most likely those students themselves would not
like to be touched.
2.) Raise your hand and wait to be called on to speak
a. Be kind and courteous. Have the students listen to what other students are saying
because this just might answer a question that they have or further explain
something they themselves wanted to say.
3.) Walk in the classroom and in the hallways
a. Ignoring this rule could result in injury or infraction. Talk with the students and
make sure they understand that walking is the safe way to get from A to B.
4.) Use your inside voices in the classroom
a. Yelling is not appropriate within the classroom walls. Inform the students that
they need to use their inside voices and following the rules could result in a
reward.
These rules will be used in a first grade classroom. I plan to teach them like such. I will present
the rules to the students on the first day of school. I will also have a handout for each of their
desks and one they can take home about the rules of the classroom. We will go over the rules
each day for the first three weeks of school. I will ask the students what the rule is and then
possible consequences if the rule is broken. We will continually go over the rules weekly. We
will review the rules after all major breaks (holidays). I want to make sure that my students have
a clear grasp on the rules, that they fully understand them and they know the consequences if
they break them.

Positive Behavior Reinforcement (Motivational Strategies):

Miss Kirk will implement the following incentive as its positive behavior reinforcement: The
goal is to promote positive behavior that fosters an environment conducive to learning.
Daily Incentives are given for students that are following the class rules, completing their
homework and classwork, listening, modeling outstanding behaviors, etc. Each student will
receive a “Pick 6 sticker” and for each sticker the student receives they can be saved up for
rewards. These rewards include
 Going to the treasure chest
 Prize passes
 Eating lunch with the teacher
 Writing with a pen for the day

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Overall:
 When a student has met the criteria, he or she will have the opportunity to participate
in an incentive activity. There will be an incentive activity for each marking period.
The incentive activities will be school wide or grade wide.
 Students must meet the following criteria to participate in the incentive activity
o Demonstrate proper behavior throughout the marking period
o No more than 2 referrals to the principal in 1 marking period. Some behavior
incentive activities may include the following:
 Extended Recess, Movie Afternoon, Field Day, Pizza Party, Field
Trips, Reward Tickets for Raffles, etc.

Behavioral Correction (Hierarchy of Consequences for Rule Infractions):

Teachers are expected to manage their classroom and students. I will turn my classroom behavior
plan in to the principal for review. In my classroom and with my students, I will support
behavior management and correction. Minor disruptions and behavior problems will be handled
by myself according to the plan enacted in my classroom. This plan will include instruction of
proper behavior and clear explanation of classroom consequences.

 Offense/Violation Consequences Academic dishonesty (copying, cheating,

plagiarizing)-Zero on assignment, Parent contact, Teacher consequence
 Minor classroom disturbances- Parent contact and Teacher consequence
 Violation of technology policy- Zero on assignment, Parent contact, Teacher
consequence
 Minor disrespect- Parent contact and Teacher consequence
 Forging parent’s signature- Parent contact and Teacher consequence
 Altering a school document- Parent contact and Teacher consequence
 Horseplay- Parent contact and Teacher consequence
 Use of electronic device (cell phone, Ipod, electronic games)- Parent contact and
confiscation until end of school day
Teacher consequence could be as follows:
 Loss of recess
 Loss of class reward
 Loss of school reward (field trip etc.)

Management of Procedures and Routines:

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Procedure for entering the classroom:
 Explain that when students enter Miss Kirk’s classroom they will put their stuff away
(remove jacket, empty backpack, sharpen pencil, put homework folder in the basket) and
go to their seat to complete their morning work/meeting. Then, demonstrate or model for
the students how you want it to look. Finally, have all of the students practice your
procedure.

Procedure for using the restroom:

 Explain that when you need to use the restroom you must get up quietly and take the hall
pass and leave the classroom. Upon return, you must hang your hall pass back up and
quietly go back to your seat. Next, model what you want it to look like. Then have a few
students in the class practice what it should look like.
Procedure for seeking help:
 Explain that when a student has a question they are to first think about it, and see if they
already know the answer, then their next step would be to ask someone next to them, and
then finally flip their sign that is at their desk from green to red so the teacher knows they
need help. Next, model what this should look like. Then, have students take turns
practicing what it should look like
Procedure for Lining Up:
 Wait until you or your row is called, then quietly stand up, push in your chair, and line up
facing forward. Bring all the necessary items you may need with you.

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Procedure for End of the Day:
 Clear off your desk, place papers to go home in your homework folder and wait to be
called. Once you are called then gather your belongings, stack your chair, quietly sit on
the carpet and wait to be dismissed.

Instructional Planning:
Communication of Assessment Data:
In communicating assessment results, I will think of all possible stakeholders and venues.
Strategies may be different for each audience (students, parents, colleagues etc.), but consider
what you’re central nugget of findings tells you (e.g., “students learn XXX from participating in
XXX”) and find various ways to communicate this. I will avoid data overload. Pair data with
stories. Hit the key points…Don’t be shy. I will present information in ways that communicate
the student’s story (not in the order questions were on form) I will provide context on program,
participants, methods, response rate. Lastly, I will acknowledge any limitations.

Technology:
Living in the 21st century it is almost a must to use technology in the classroom. Even though
sometimes classrooms do not have the means they need to sustain technology in the classroom
these are some ways that I as a teacher will utilize technology in my classroom. Technology use
will not be limited to just the students. Parents will also be kept in the technology loop.
Parents:
 GoogleDocs: Not only is GoogleDocs a great way to go paperless in the classroom, it
also offers a fantastic comment feature that allows teachers to respond to one another’s
work. And the power of real-time collaboration makes group work more productive.
 Google Forms: Within GoogleDocs I can create a form, which is an online survey that
collects responses in a spreadsheet. Whether I use them for formative assessment,
reflections, or even organizing assessment data, these forms keep me communicating
with students (and parents) in effective ways.
 Google Sites: These websites offer great organizing tools. For example, these tools have
allowed me to create and maintain the class website using the websites.
Students:
 Kahoot: a tool for using technology to administer quizzes, discussions or surveys. It is a
game based classroom response system played by the whole class in real time. Multiple-
choice questions are projected on the screen. Students answer the questions with their
smartphone, tablet or computer.

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Planning for my Students:
In planning for all of my students we will have a five (5) step process. The process is a follows:
 Mission Statement
 Goals
 Strategy or Methods
 Objectives
 Evaluation and Review
Mission Statement: My students will kick off their roadmap for success by determining their
overall mission for the year. Their dreams will be put into words in a written statement called
a mission statement. Since I will be teaching the little ones we may just make a class mission
statement.
Goals: Goals are general statements that identify some benchmarks you'll need to accomplish in
order to meet your mission. As a class we will set three specific goals that we want to
accomplish by the end of the year. The goals are always subject to change.
Strategy: Take a good look at the goals you've developed and come up with specifics for
reaching them. Each day we as a class will talk about our goals and how they feel about us
reaching them.
Objectives: Objectives are clear and measurable statements, as opposed to goals, which are
essential but indistinct. They are specific acts, tools, numbers, and things that provide concrete
evidence of success. As a class we will make sure we are reaching these objectives because if
you essentially reach the objective you are sure fire to reach your goal.
Evaluation and Review: Look back and see what worked and what didn’t work. This is a time
to refine the plan and make changes. At the end of the year my students and I will look back and
reflect on whether or not we reached our goals. If we did we will discuss what worked, if we did
not we will discuss what we should have refined and done better. The students can use this as a
learning tool.

Removing Barriers:
I will make classroom materials accessible – I will have materials within everyone's reach, add
labels with words and pictures, keep them in a consistent location so all my students can
remember where they are kept, and make small purchases that increase accessibility in the
classroom (e.g. left-handed scissors, magnifying glasses, fidgets)
I will offer flexible seating – I will offer a variety of seating arrangements in the classroom to
maximize comfort for all my students (traditional desk and chair, stools, stability balls, yoga
mats, standing desk, etc.). I will allow students to sit on the floor, anywhere where they feel
comfortable, provided that they are following classroom expectations for work. I will also allow
movement from one seat to another because some students need more movement than others.

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I will offer accommodations to all my students - not everyone will need them, but making them
available to everyone takes the stigma away from those who rely on them and can benefit
everyone. For example, taking away time limits from a test is not only beneficial for those who
need more time, but it can also help alleviate anxiety for those who become anxious when they
are being timed.
I will establish and follow predictable routines - many students thrive on routine, and they like to
know what to expect. I will have well-established routines for passing out and collecting
materials, transitioning between activities, getting ready to go outside, etc. I will post a visual
schedule in a prominent area of the room and follow it.
I will activate background knowledge before discussing a given topic. Students come to school
with a diverse range of experiences and some students may benefit from learning a little bit about
a topic before jumping into a lesson. For some students, skipping this step can make a learning
activity completely inaccessible to them. And for other students, I could improve the quality of
their work by refreshing their memory about a given topic. For example, if we are asking
students to write out instructions for making a snowman, I cannot assume that every student has
experience with this. Maybe their parents do not allow them to play outside, or perhaps they have
moved here from a warmer climate. Before the writing activity, we ( as a whole group) can
discuss the steps involved in building a snowman, watch a video of children building a
snowman, or take the entire class outside to build snowmen (if you live in a snowy climate).
Heighten the salience of goals/objectives - Some students need to have a sense of purpose in
learning tasks. They need to know why they are doing what they are doing... or what the point of
an activity is. Taking time to review a lesson's objectives in simple language at the beginning of
a lesson can help students understand what they need to know and why.

Differentiation:
Differentiating Instruction is a crucial step in education. Differentiating instruction may mean
teaching the same material to all students using a variety of instructional strategies, or it may
require the teacher to deliver lessons at varying levels of difficulty based on the ability of each
student.

As a teacher I will:

 Design lessons based on students’ learning styles

 Group students by shared interest, topic, or ability for assignments
 Assess students’ learning using formative assessment
 Manage the classroom to create a safe and supportive environment
 Continually assess and adjust lesson content to meet students’ needs

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