Professional Documents
Culture Documents
Rogers - Classroom Management Plan Final Final Draft
Rogers - Classroom Management Plan Final Final Draft
Personal Beliefs………………………...………………………..3
Classroom Environment………………………………………..16
Communication Plan…………………………………………….33
Resources………………………………………………………..42
2
Personal Beliefs
the building blocks for the foundation of my management plan. Because of this, my
management plan will be a mixture of both Wong and Wong’s and Jim Fay’s
management models.
detailed oriented person so I need things to be organized and orderly. Because of
this, I align myself the best with Wong and Wong’s management model. I will have
procedures to outline when and how things will be done within my classroom.
“Procedures organize the classroom, so the myriad of activities that take place can
know what the teacher expects them to do” (Wong & Wong, 2014, p. 9). Having
procedures helps keep the classroom organized and orderly. Students will know
exactly what to do for getting a pencil, going to the bathroom, getting a drink,
time spent academically learning, instead of having students waste time because
they do not know what to do or how to do things. I will remind students of the
procedures by having them posted for all to see and by having students practice
the procedures over and over again until they have it down (Wong & Wong, 1998).
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Also, a clip chart for student behavior will help keep everyone on the same
page. Students will be able to see where they are at on the behavior clip chart at
all times. This helps keep track of student behavior in an orderly fashion. One
thing I will not do is have severe negative consequences for misbehavior. Wong and
Wong talked about how negative consequences only stop misbehavior and positive
consequences change the misbehavior (Wong & Wong, 1998). I want my students to
know that I care about their well being and how I want to help them improve upon
and change misbehavior. This is why I will have many positive consequences, instead
of having severe negative consequences. Also, note that these consequences will
only be for breaking rules because only rules have consequences, not procedures
(Wong & Wong, 1998). I believe that having many procedures, keeping students
updated on their behavior, and having many positive consequences is a strength to
my management plan. It helps keep everyone organized and informed. This ensures
that the class runs smoothly for effective learning to take place.
Not only am I a detailed oriented person, but I am also caring, kind, and
compassionate. Thus, my management plan will also ensure that students feel
encouraged, included, and safe within the walls of my classroom. This is why I also
align myself with Jim Fay’s “Love and Logic” management model. I want my students
to know that they are loved. I can do this by providing them with a cool down
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corner. This corner will be supplied with a bin of materials to help students with a
them control over their behavior and emotions. Students can freely choose to
reassess their behavior with fidget spinners, coloring books, play dough, stress
balls, rainbow breaths, mindful puzzles, listening to music, reading a book, etc.
(Curley, 2019). Students will know that I care about their well being by providing
them with these different outlets for their different types of emotions. I will not
send them to the office for behavior that can easily be corrected and/or
reassessed with a five-minute break in the cool down corner. Some may think that
being overly caring and compassionate may lead to a teacher being too soft on her
students. I realize that being caring and kindhearted may be a weakness. At times
I worry that I will not be “mean enough” to establish control over the classroom.
However, this is why I will have norms, procedures, and rules and why I will be sure
Students will know that I love them but at the same time, I need their respect. My
class will have a respectful and caring student-teacher relationship. I will be kind
5
Classroom Routines & Procedures
Weekly Schedule:
Time Monday Tuesday Wednesday Thursday Friday
8:00-8:10 Bell Work and Bell Work and Bell Work and Bell Work and Bell Work and
Breakfast Breakfast Breakfast Breakfast Breakfast
9:35-10:10 Read Aloud and Reading Groups Read Aloud and Reading Groups Read Aloud and
Snack and Snack Snack and Snack Snack
(whole group) (small group) (whole group) (small group) (whole group)
11:10-11:40 Lunch and Lunch and Lunch and Lunch and Lunch and
Recess Recess Recess Recess Recess
1:25-2:25 Social Studies Social Studies Social Studies Social Studies Social Studies
2:50-3:00 Pack Up and Pack Up and Pack Up and Pack Up and Pack Up and
Dismissal Dismissal Dismissal Dismissal Dismissal
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Daily Schedule:
Time Activity
10:10-11:10 Math
11:40-12:40 Science
12:40-1:25 Specials
2:25-2:50 Recess
Procedures:
I chose the following procedures because having these procedures in place
will minimize class disruptions. Instead of wasting class time, I want to effectively
spend time productively teaching. These procedures bring order to the classroom.
Students will not question what to do and how to go about doing things when the
teacher has procedures specifically set in place to keep everyone on task. Students
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will not be disrupting others when they have to go get a drink or go to the
bathroom. The next ten procedures will be set in place to keep the class organized
and on task.
The teacher will welcome students each day at the door. As soon as students
enter the classroom, they will hang up their backpacks, get their pencils out,
and start the bell work at their assigned seats. If students were absent the
day before, they will grab the necessary materials from the absent folder.
2. Absent Folder
When students come back from a day of absences, they are responsible for
getting their work from the absent folder located at the front of the room.
Students are to retrieve all necessary materials at the start of class time.
For each day the student misses, they are given two days to make up the
work.
The teacher will raise their hand and say “give me five.” Students will know
that they need to raise their hand in response, have their eyes on the
4. Drinking Fountain
A battery-operated push light with the word water written over the top of
it will be placed on the wall next to the door (BoredTeacher, 2020). When
students need a drink, they will quietly push the light to indicate that they
are getting a drink of water. Students need to come back in a timely manner
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and push off the light to indicate that they are back from getting a drink.
Only one student is allowed to get a drink at a time. If the light is turned on,
5. Restroom
back, they are to push off the light to let the teacher know that
they are back from using the restroom. If both lights are turned on, then
students are not allowed to go to the bathroom until someone comes back to
Students are to quietly walk in a line to and from specials. A leader is
assigned and told by the teacher what door they want them to walk to and
stop walking at before turning the next corner. This allows the teacher to
walk along with the students and watch the back of the line while those in
the front stop and wait for everyone to catch up. Once the leader gets
permission from the teacher, they are to continue walking to the next
7. Classroom Transitions
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The teacher will play music to transition from one activity to another (Wong
& Wong, 2014). Students will know that by the end of the song, they must
have all the necessary materials out for the next activity and be waiting
patiently for the teacher to give directions for the next activity.
Subject labeled bins will be used to collect work. Students will know to place
their work in the specified bins when they are done. When the teacher is
returning papers, students will pass the papers to their peers across the
rows, not through the columns (Wong & Wong, 2014). This will save time and
ensure that backs are not being poked to hand papers up to the front. If
desks are grouped, the teacher will pass the papers back to one person in
the group. That person is given the job of handing the papers back to their
A bin with folders for each subject will contain educational learning
activities for students to do if they finish their work early. Students will
know that when they finish their work, they are to immediately grab
materials from the “early finishers bin” and return quietly to their seats to
10. Dismissal
Students will check their area to make sure it is clean and free of dropped
pencils and pieces of paper. Then students will wait quietly at their desks for
the teacher to dismiss them. Students will make sure that their chairs are
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What happens when students are not following the procedures?
When students are not following these procedures the first time, they will
get a warning from the teacher. This will be the student’s first offense. If the
student is still not following a procedure, then they will be given a second offense.
This is where the student will be given a warning and their clip on the Bitmoji Clip
Chart will get moved down (Fourth Grade Wonderland, 2020). If the student
receives a third offense, then their clip will get moved down and they will be given
the class procedure for walking in the hallway, the student will receive the
consequence of having to walk with the teacher for the duration of the walk. If a
fourth offense occurs, then the student will get their clip moved down and the
teacher will contact either their parents or the office depending on the severity
of the offense.
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Norms and Rules
★ Treat others the way you want ➢ Raise your hand and wait for
★ Do not be afraid to ask for help. them the first time they are
given.
Bitmoji Clip Chart (Fourth Grade Wonderland, 2020)
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Note the classroom rules are set by the teacher and the classroom norms
are set by the students and are subject to change. If the classroom norms and
rules are not working, then the teacher will reassess them and make slight changes
as needed to ensure that the classroom runs smoothly. At the beginning of the
school year, students will create a classroom contract with a set of agreed upon
norms and expectations for the classroom. They will come up with ideas for the
norms among their table partners and present them to the rest of the class. The
teacher will put the class’s ideas on the board. Then, students will vote on which
ideas should be put in the classroom contract. The teacher will put stars next to
ideas that students think should go into the official classroom contract. The ideas
with the most stars will be the agreed upon set of classroom norms to put in the
contract. When students create their own classroom contracts, they are being
given the power to have a say in the classroom’s norms and expectations. Richard
Lavoie mentions in T
he Motivation Breakthrough that power can be given to
students without diminishing the power of the teacher (Lavoie, 2007). Students
are more willing to behave when they know they had a hand in setting the norms
To maintain and enforce the classroom norms and rules, I will give reminders
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you for sharing your thoughts but I need you to be following the classroom rules by
raising your hand and waiting to be called on next time.” I will ensure that all
students are compiling with the agreed upon classroom norms and rules by using
the Bitmoji Clip Chart. Offensives will be given to students who are not following
When the majority of the class is not following the classroom norms and
rules, the teacher will use “enforceable statements” as described by Jim Fay in
Love and Logic (Fay, 1998). For example, when students are breaking the classroom
contract norms of “be respectful to others” and “be a good listener,” the teacher
When individual students are not following the classroom norms and rules,
the teacher will give them first, second, third, or fourth offensives depending on
how many offensives they have already received earlier in the day.
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First Offensive: The student will get a warning from the teacher.
Second Offense: The student will get a warning from the teacher and
Third Offense: The student will get their clip moved and get a
Fourth Offense: The student will get their clip moved and get a “parent
or office contact.”
accountable for their actions. It is imperative that students know what the
classroom norms and rules are and what will happen if they do not follow them.
Doing this will provide a structured and predictable environment that students can
trust (Wong & Wong, 2014). They will know exactly what to expect every single
day. This routine and stability gives students a sense of security. Students may not
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Classroom Environment
Created Using Classroom Architect. For more information visit http://classroom.4teachers.org/
feel that they are being encouraged, included, and safe. The teacher, students, and
arrangement is key to creating this climate. Students will feel safe when they are
surrounded by their friends and not in individual desks in single-file rows. They will
also feel included by being surrounded by their peers and situated to be able to
see the teacher at all times when teaching from the whiteboard that is located
opposite of the door. They will know that they are the center of attention. Their
success and learning will take first priority in my classroom. Lastly, students will
feel encouraged by their peers during group work at their tables. My students will
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feel encouraged to dream big and reach for the stars. I also want to promote
collaboration in my classroom because this will help students feel encouraged and
included. Furthermore, I want students to feel that they have a safe place to go to
in the back corner of the classroom. This will be the safe zone for students to cool
❀Encouraging
❀Included
❀Safe
❀Encouraging
Tangible
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positive and encouraging learning experience that is appreciated as
proof that they are trying to improve upon their skills and learning
abilities.
- I will showcase students’ work on a bulletin board. Students will be
Intangible
students for their effort, not praising the process (Glasser & Easley,
showing real talent for the assignment in the way you are putting all
sharing their ideas with their table group, the table partners will
encourage their peer by saying “Thank you for sharing your idea! I
really like how you noted that ________.” or “You did an amazing job
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phrases will be set in place to create an encouraging environment in my
classroom.
their thoughts and ideas with the class. One of these procedures is to
have the class applaud their peers when they share answers aloud.
One out of the many encouraging applause procedures I will have is
saying “one, two, three ready go” and students will give one strong
collective clap to their peers when the word “go” is said. Having
❀Included
Tangible
rows but instead, be seated with their peers at tables. Having group
tables in the center of the classroom will ensure that all students feel
during group work within their table centers. I want every voice to be
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including others in group work and discussions is a great way to ensure
Intangible
- Students will feel included when I greet them every morning at the
door. Students will know that they are included in Miss Rogers’s
ask how they are doing today and let them know I appreciate having
(Albert & DeSisto, 1996). Linda Albert talked about how students
classroom.
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written on a clock sheet at the 12, 3, 6, and 9 numbers. When I say
“meet with your nine o’clock partners,” students will know that they
need to go see their partner whose name is written next to the 9 on
their clock partner sheet. This encourages students to feel that they
are included in the class especially during group discussions when they
❀Safe
Tangible
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will be sure to have many different choices for all different outlets of
Intangible
safe to share their thoughts and ideas in the classroom. Students are
classroom. I will actually let students know that they can safely make
mistakes because this is the only way that their brains actually grow
they want to share with me. These will be private in-person meetings
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First Day of School Plan
Time Activity
8:00-8:15 I will already have memorized students’ names with their faces so
I will greet my students at the door with a smile and say “Good
morning [student’s name]! Welcome! Go ahead and take a seat at
the desk with your name on it and start the activity sheet on your
desk.” Students will have name tags at their seats with a fun
activity sheet to help the teacher and their peers get to know
them better. When students are done filling out the sheet, they
will be asked to share their name and two to three of their
favorite things that they wrote on their sheets. “Now we are
going to go around the room and share your name and two to three
of your favorite things to help everyone get to know each other
better.” I will collect these sheets for future reference.
(Zip-A-Dee-Doo-Dah Designs, 2016)
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8:15-8:25 I will begin class by giving a PowerPoint to show pictures of
myself, my family, my favorite things, and where I went to school
to introduce myself to my students. This will help ease any first
day fears the students may have about having a “mean” teacher. I
want to ensure that my students feel that they can trust me and
that I care about each and every one of them.
[Script as I show the PowerPoint pictures]: “Good morning
everyone! I am very excited for this school year and I can not
wait to get to know all of you better. I am your teacher Miss
Rogers. A little bit about myself, I am originally from Standish,
MI which is a small farm town located in Northeast Michigan.
Here are some pictures of my pets; Oakley is an eleven-year-old
bullmastiff ridgeback mix, Charlie is our chinchilla, and Willow is
our outdoor black and orange kitty. I have one twin brother,
Carter. We went to the same university which is Spring Arbor
University. I graduated from SAU with a concentration in
Elementary Education and a major in Mathematics. Here are some
pictures of my favorite movies, my favorite color is purple, and my
favorite drinks are strawberry and banana smoothies, apple cider,
and hot cocoa. A few of my hobbies are reading, drawing, painting,
photography, and spending time with my family” [pictures will be
shown throughout the slideshow to elaborate more on all these
things].
8:25-10:10 “Now we are going to play some fun ice breaker activities to get
to know each other more.”
Students will participate in various ice breaker activities. These
activities include but are not limited to:
● Two Truths and a Lie- students tell two truths and a lie
while their peers try to guess which one is the lie.
● Autograph Scavenger Hunt- students are given a list of 25
to 30 boxes that say things such as “I visited a zoo.” Next
to these boxes, students will get signatures of classmates
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who match the information in the box (Connell, 2018).
(Connell, 2018)
(Connell, 2018)
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they must answer the questions on the sheet.
(Connell, 2018)
Students will also have their morning snack break at this time.
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(Lavoie, 2007). Students are more willing to behave when they
know they had a hand in setting the classroom norms.
10:55-11:10 Students will be given a tour around the classroom. Students will
know where all the materials and supplies are located within the
classroom. Students can explore the classroom library and the
relaxing cool down corner in the back of the classroom.
(Connell, 2018)
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(Connell, 2018)
12:40-1:25 Specials
Students will practice the proper procedure for lining up and
walking down the hallway to their special for the day.
1:25-2:25 I will read a book about the first day of school to the class.
Students will practice the procedure for how to act during story
time/presentation time.
Examples of books to read:
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After this, students will play the “name game.” This is where
students say their name with what they like and the next person
in the circle has to remember what the previous person(s) said.
For example, “First Student: I am Kaitlin Smyth and I like
kangaroos. Second Student: I am Sungat Patel and I like s’mores.
She is Kaitlin Smyth and she likes kangaroos” (Connell, 2018).
2:25-2:50 Recess
2:50-3:00 Students will pack up and be dismissed for buses and pick up.
Students will practice the procedure for dismissal by checking
their area to make sure it is clean and free of dropped pencils and
pieces of paper. Then students will wait quietly at their desks for
me to dismiss them. Students will make sure that their chairs are
flipped upside down on their desks before they leave.
“Thank you all for today! Have a safe drive or walk back home. I
look forward to seeing you all tomorrow!”
environment. Having the first day be all about procedures and fun activities helps
build bonds by creating a structured and trusting environment. These bonds are
built not only between the teacher and students but also between students and
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Transition and Sponge Time
they will help students stay on task and not waste any class time. Having
transitions between one activity to another makes the class run smoothly, gives
order to the school day, and helps students keep track of the time spent on
assignments. Having academic sponge time allows the teacher to keep students
engaged in academic learning all throughout the day, even if the class finishes
early. Both academic sponge and academic transition procedures help keep the
Academic Sponge
1) Bizz Buzz
Students will gather in a circle and count up by the indicated numbers. The
teacher will have a preset goal for students to identify correct numbers by
saying “buzz.” For example, students will count by ones and say “buzz” when
they come to multiples of threes. Then students can say “bizz buzz” when
2) Elimination Ball
Students stand at their desks and throw a ball to their peers. When a
person catches the ball, a question is asked by the teacher. This could be a
question for an upcoming quiz to help students study. If the student answers
the question correctly, they throw it to the next person of their choosing.
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However, if a student gets the answer wrong, then they need to sit down
quietly and listen to the questions being asked until the next round is played.
classroom. The lights will be turned off in the room and the class will say
“Flashlight, flashlight. Oh, so bright! Shine on the word _______ with all
your light!” with the teacher (Scholastic, 2020). The teacher will draw names
The teacher will write a large number on the board, such as 1,388. This
number is the goal. The teacher will then write random numbers on the
board, such as 45, 66, 78, 9. The students will then use these numbers to
try to get as close as they can to the goal number. For example, students can
Students compete to see who can get the closest to the goal number
(Scholastic, 2020).
5) Be the Teacher
The teacher draws names to choose a student to be the new teacher. They
go up to the front of the class and recap what they have just learned. Those
sitting down at their desks are encouraged to ask the new teacher questions.
They can write on the board to give example problems, draw diagrams, etc.
(Scholastic, 2020).
Academic Transition
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1) Music
Music will be played over the computer speakers to cue when students are to
start transitioning into the next activity (Wong & Wong, 2014). Students will
know that by the time the song is done, they are to be sitting quietly with
2) Hand-clap Rhythm
A hand-clap rhythm produced by the teacher will signal transition time to
students (Wong & Wong, 2014). They will know that they have a minute to
3) Visual Countdown
A clock on the projector screen will countdown to students how much time
they have left to transition to the next activity. This is a great way for
students to visually see how much time they have left. Students know that
when the timer stops, then they are supposed to be completely ready, have
complete attention on the teacher, and be waiting for the next directions.
4) Verbal Countdown
The teacher will give a slow verbal countdown to indicate how much time
students have to transition to the next activity. When the teacher says
“zero,” the students know that they must be completely ready and waiting to
5) Ringing a Bell
The teacher will ring a bell to let students know that they need to transition
to the next activity (Wong & Wong, 2014). This is great to use when groups
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Communication Plan
Before School
33
(Harvey, 2020)
(Fourth Grade Flipper, 2020)
34
Parents Sample Letters I will send out a letter to
(The owl parent welcome letter includes both the parents outlining how
English and Spanish versions.)
happy I am to have their
child in my class. Parents
are just as worried about
sending their precious
little ones to their first
day of school as the
students are about
coming into a foreign and
new classroom
environment. This letter
will highlight any
important information on
dates/times, ease any
worries that the parents
may have, and give them
my contact information. I
will also include a form
for parents to fill out on
how they would prefer me
to contact them by either
email, phone call, and/or
text through the free
remind.com app. A list of
classroom procedures
(located on pages 8-10 of
this Classroom
Management Plan) will
also be included to help
inform parents of how
things are run inside my
classroom. Communication
is key between the
classroom and a child’s
home life so sending this
(Leal, 2020)
letter, form, and list of
classroom information will
35
ensure that everyone is
informed properly before
school starts.
(Note, the owl parent
welcome letter includes
both English and Spanish
versions. I want cultural
diversity to be embraced
in my classroom. So,
having different versions
of the same letter will
encourage this vision of
having an accepting
culturally diverse
atmosphere that I want
to have in my classroom.)
(French Fun with Mme Evans, 2020)
Parent Contact Preference Form
36
During School
37
everyone on the same
page.
I will also use the
remind.com free texting
app to keep in touch with
parents who prefer that
I text them about
important information.
On the app, I can give
updates about their
student’s learning,
behavior, about upcoming
events, and any other
information they may
need to know about their
student. This ensures
that everyone is being
updated at the same time
(I’m Finally Wright, 2020)
with mass text messages
or with individual private
Remind App messages about their
(for more information visit https://www.remind.com/) student’s behavior in
class that day.
(Remind, n.d.)
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(Remind, n.d.)
After School
39
having them in my
class. A way to show
that I appreciate and
care for each and
every one of my
students is by
handwriting each
student a personalized
postcard. I will
comment on a highlight
of the school year,
event, and/or one of
their many
achievements in the
handwritten postcard.
This solidifies the
student-teacher
relationship and lets
students know that I
care very much about
them and all that they
do.
(Willison, 2020)
40
home to each and
every parent to tell
them how much I
appreciate their child
and what a joy it was
to have them in my
classroom this past
year. This lets parents
know that I care very
much about their
students.
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