My Classroom Management Plan 1

My Personal Classroom Management Plan

By Christylynn Kaluhiokalani

ELM 250

June 26, 2019

Professor Peter Hensley

My Classroom Management Plan 2

Table of Contents

Professionalism 3

Student Engagement Strategies 4

My Philosophy of Classroom Management 5

Classroom Procedures 8

Rules, Consequences, and Reward System 10

Classroom Arrangement and Cooperative Learning 12

Communication with Families 13

Classroom Management Evaluation 15

Reflection 17

Peer Reviews 18

References 23
My Classroom Management Plan 3

My Personal Classroom Management Plan

Professionalism

In order to create an environment that promotes positivity, collaborative relationships,

and supports the educational journey of their students, future teachers can abide by the golden

rule, “So in everything, do to others what you would have them do to you, for this sums up the

Law and the Prophets” (NIV). However, the golden rule is not as obvious as people would

assume, so abiding by a code of ethics takes the presumption out of professional disposition.

When interacting with students, my personal professionalism is demonstrated in my

ability to perform in many roles for my students. In order to influence the lives of students, I

must alternate between educator, counselor, advocate, nurse, mediator, confidant, role model,

inventor, creator, and collaborator. By respecting each student’s integrity as well as their

individuality, I am confident in my ability to support their educational journey, self-confidence,

and internal motivation to improve so they are able to grow into independent and productive

members of society. This professionalism extends to the students’ families as well. Providing

open lines of communication, advocating for the best interest of the student through

communication and collaboration, speaking with families and having discussions with them

instead of just talking at them are just some of the strategies that demonstrate my professionalism

in education that I will apply to my classroom.

As with any professional employment, there are other factors individuals will have to

encounter during the day. My professionalism reaches beyond students and their families to

include interactions with colleagues and administration. Colleagues and administration provide
My Classroom Management Plan 4

an excellent resource for professional development, standards of practice, and upholding relevant

laws and policies that contribute to my professionalism in education. Wearing professional attire,

speaking respectfully toward students, staff, parents, and administration, modeling respect and

civility, and continuously seeking opportunities to improve are the actions I will apply in order to

promote an environment that is conducive to student growth, academically, ethically, and

morally.

Professionalism is not something that just happens to an individual when they begin

employment, it is something that is earned through the actions of an individual. Sadly, educators

are not seen as professionals in many aspects of today’s society. It is up to those currently in the

education profession and those working to enter the field to change this perception. With the

heart of a servant leader, I am confident that I can follow the golden rule to create an appropriate

supportive educational environment once in my own classroom.

Student Engagement Strategies

Engagement is more than just every student in the classroom completing the work

assigned. It is defined as “the student’s psychological investment in and effort directed toward

learning, understanding, or mastering the knowledge, skills, or crafts that academic work is

intended to promote” (Martin & Bolliger, 2018). When students enter a classroom that is

welcoming, friendly, safe, and shows that a teacher has put in the time, effort, and proper

planning to indicate to their students how much they care about them, implementing engagement

strategies can then stimulate student interest to result in individual and group motivation. .

“Teachers play a vital role in the motivation and engagement of their students resulting in
My Classroom Management Plan 5

students who are motivated by and engaged in learning tend to perform considerably higher

academically and are better behaved than unmotivated and un-engaged peers” (Stephens, 2015).

The three engagement strategies I prefer to use in the classroom are peer learning

opportunities, think-pair-share questioning, and hands on activities. "New research out of

Michigan State University suggests students perform much better academically when the answer

is provided by their peers rather than their teachers" (Roseth & Henlon, 2017). When a teacher

provides opportunities during the day for students to collaborate and interact with their peers, it

increases engagement. The think-pair-share activity provides students with an opportunity to

work in small teams or groups and "helps to develop the language and the learning of concepts

with content,  promotes peer interaction which increases social interactions, and allows students

to express themselves with greater confidence" (Singaravelu, 2010). Hands on activities, such as

STEM, engage students by creating learning opportunities that are active, either autonomously or

collaboratively which increases motivation and incorporates students of all levels and abilities.

STEM lessons challenge students to think independently, use problem solving techniques, foster

self-motivation, gain confidence, and improve lesson objective retention, not to mention

engaging and motivating for the learn by doing students.

My Philosophy of Classroom Management

A professor once told me that “students will not care how much we know until we show

them how much we care” (Hensley, 2019). In order to provide an effective classroom that meets

the needs of all students, a behavior management system and a framework of classroom

management must have a solid foundation that encompasses caring, “tough love”, and respect for

all. Of all the well-researched behavior management models and systems, Ronald Morrish’s Real
My Classroom Management Plan 6

Discipline, Fred Jones’ Positive Classroom Discipline, PBIS (Positive Behavioral Interventions

and Strategies), and S.T.A.R (“Stop, Think, Act, Review” or “Success Through Accepting

Responsibility”) are the models and systems that best reflect the classroom management plan I

am striving to achieve for my future professional career to show my students just how much I

care.

Ronald Morrish’s Real Discipline and Fred Jones’ Positive Classroom Discipline share

many of the aspects to achieve an effective classroom. Both models encourage teaching and

“training students the skills and attitudes necessary for being responsible and cooperative”

(Morrish, N.D.). Fred Jones provides an example of “bell work” and Ronald Morrish suggests

teachers utilizing prevention. In order to teach and train students to demonstrate expected

behaviors, teachers must plan and prepare prevention strategies to model the desired behaviors.

One example both Morrish and Jones share is preventing “dead time” in the classroom by

preparing a useful learning activity for students that not only sets the rules and limits but also

transforms compliance into habit (Warm Ups, 2007).

PBIS (Positive Behavioral Interventions and Strategies), and S.T.A.R (“Stop, Think, Act,

Review” or “Success Through Accepting Responsibility”) are two schoolwide/campus wide

behavior management systems that will also show students the level of caring I am striving for.

PBIS “is a school-wide system of support that provides a multi-tiered framework for

comprehensive management of behavior” (DeShannon, 2017). This not only means that the

classroom is a safe and supportive environment, but the school as a whole mimics those

qualities. PBIS focuses on positive behavior specific praise to simultaneously increase school
My Classroom Management Plan 7

climate and increase student outcomes, behaviorally, socially, and academically (DeShannon,

2017).

The S.T.A.R system is similar in that it teaches students the language necessary to instill

the personal responsibility of appropriate behavior (Brooks, 1989). Students are taught through

this management system how to accept consequences, decision making, problem solving, and

conflict resolution skills necessary for appropriate behavior. Although the book, Success through

Accepting Responsibility. Principal's Handbook: Creating a School Climate of Responsibility.

Revised Edition is dated, the concepts are very much relevant to teaching in today’s society.

Many students come to school without being taught the skills necessary to gain personal

responsibility, and when implementing S.T.A.R into the classroom, it allows the students the

opportunity to gain these much-needed skills.

Having an effective classroom management plan that encompasses caring, “tough love”,

and respect for all is crucial for teachers as it expresses the level of caring to the students. I plan

to show my students that I am here to work with them and not against, it is not a power struggle

in the classroom. In order for my students to fully understand how much I care about them and

their education, I have combined Real Discipline, Positive Classroom Discipline, PBIS, and

S.T.A.R to develop my philosophy of classroom management. Before the lessons begin, rules

and procedures will be modeled and taught to ensure the students are provided with the tools to

achieve success. Once provided with the adequate tools, my students will be held accountable for

working to the best of their ability and not accepting anything less, tough love. Through positive

reinforcement and praise, I will teach my students the importance of values such as honesty,

respect, responsibility, courage, tolerance, and social justice to develop their social, emotional,
My Classroom Management Plan 8

behavioral, and cognitive skills. By implementing these practices in my philosophy, I am

confident in my ability to model the classroom environment by creating an engaging,

challenging, safe, and supportive setting that welcomes and values all students’ interests,

strengths, cultural backgrounds, and needs; then and only then will my students truly know how

much I care.

Classroom Procedures

Learning Centers Transitions

The purpose of this procedure is to create a smooth transition process from one learning

station to the next. The teacher will cue the students to begin the procedure at the sound of a

timer. 1 is said and the students will stop working and begin cleaning up the materials in the

center. When 2 is said, the students will stand and/or push in their chairs. Finally, when 3 is said,

all the students will move to the next station in a clockwise motion.

Homeroom Routine

The purpose of this procedure is to establish an environment that sets the tone for the day

of staying on task and ready to learn. It also provides the students with expectations to allow the

teacher time to complete administrative tasks. When the students enter homeroom, they will go

directly to their seats. The teacher will call select groups of students to go to their locker to

unpack their belongings. Homework will be turned into the designated area/bin. Students will

then indicate their lunch choice to the teacher before returning to their seat. Allow students a few

minutes to socialize with their peers at an acceptable volume until the morning announcements

come on. After the announcements the teacher will provide additional announcements and/or

information about the day. The students will then prepare to transition to 1st period.
My Classroom Management Plan 9

Technology Learning Center

The purpose of this procedure is to create an environment of engagement, motivation,

and responsibility in the students with the use of technology. The students will begin their

technology learning center by logging onto IXL. The specific skill they are to work on will be

written on the board. The students will work on the skill for 15-20 minutes depending on the

amount of time available for the center. IXL tracks the amount of active working minutes.

Students will raise their hand when they have reached the assigned time. Once they are checked

by the teacher, they will be permitted to log onto Prodigy until the center is over.

Rationale

Classroom procedures are a vital part of classroom management because they minimize

distractions while at the same time maximize instructional time. When students know,

understand, and demonstrate proper procedures in the classroom, it allows for additional

teaching, learning, and group and individual working time. Even though their actions may not

always depict it, students crave and thrive on routines and predictability in the classroom. “It is

not possible for a teacher to conduct instruction, or for students to work productively, if they

have no guidelines for how to behave, when and how to move about the room, where to sit, when

they may or may not interrupt the teacher, and the amount of noise that is acceptable” (Evertson

& Emmer, 2017). Interrupting instruction to correct behavior, answer off topic questions, or

regain the attention of their students deprives students of the already frustratingly limited

learning time in a school day. However, a structured and efficient classroom with procedures that

clearly express specific expectations maintain student engagement by minimizing or eliminating

distractions and utilizing every precious teaching minute. By creating this type of classroom,
My Classroom Management Plan 10

teachers are subsequently creating an optimum environment to encourage students to develop

their own motivation muscles. An effective classroom that has solid procedures runs like a “well-

oiled machine”, minimizing distractions and maximizing instructional time.

Rules, Consequences, and Reward System

Rules:
1) Treat classmates and adults with respect.
2) Keep your hands, feet, and objects to yourself.
3) Raise your hand before speaking.
4) Ask permission before leaving the classroom.
5) Practice self-control.
Consequences:
1) Warning
2) Take a break from the activity or classroom
3) Lunch detention
4) After school detention or in school detention with parent notification
5) Out of school suspension with parent conference

“Students’ motivation can be measured in terms of quality, focusing on how students

think about themselves, their tasks, and their performance, while it investigates both individual

and social factors that may influence students’ motivation” (Pantziara & Philippou, 2015). All of

this can be influenced by solid procedures, clear rules, natural and logical consequences, and an

engaging reward system. There is no “one size fits all” or “three strikes and you’re out” blanket

approach to consequences for problematic behavior (Anderson, 2018). Having solid procedures

in place with attainable rules that accompany logical consequences are an essential part of

creating a safe and productive environment for students to learn, resulting in an increase in
My Classroom Management Plan 11

student motivation. Not all behaviors students demonstrate are negative. Therefore, rewarding

positive actions builds confidence and increases the likelihood students will repeat the desired

behaviors and abide by the rules by following the procedures. By knowing exactly what is

expected of them, the proper manner in which to achieve the expectations, and how they will be

rewarded, positively or negatively, students will see how much they are cared for. “Students will

not care how much we know until we show them how much we care” (Hensley, 2019).

“Positive, productive learning environments are key to students' academic, emotional and

social success in school. Unfortunately, positive learning environments don't just happen on their

own–they must be created” (Loveless, 2019). By showing students that there are effects to their

actions, positive with rewards and negative with consequences, the positive behaviors that are

expected in my classroom will have a greater likelihood of occurring and the negative behaviors

will diminish. I believe that in order to create a safe and productive learning environment,

collaborating with my students regarding rules and rewards will encourage trust and respect and

highlight just how much I care about them. I plan to mimic the scientific research of Pavlov and

Skinner, by recognizing and reinforcing the positive behaviors so my students develop a much-

needed sense of intrinsic motivation to become successful learners.

My Classroom Management Plan 12

Classroom Arrangement and Cooperative Learning

Engagement, motivation, cooperative learning, traffic flow, and access to resources are

all components of an ideal classroom arrangement that teachers need to consider when designing

their classroom. In the example above, I feel this layout is sufficient in meeting the needs of 30

diverse 4th graders. The layout began with the cluster format due to the number of students on the

roster. Of the 30 students, 7 have IEP’s, 7 are below grade level, 18 are at grade level, 5 are

above grade level, and 15 are ELL students so making the table groups will be as diverse as the

class roster. For the seating arrangement, I will do my best to incorporate one student from each
My Classroom Management Plan 13

classification in hopes it will “overcome communication apprehension and encourage student

engagement” (Rae & Sands, 2013). I will also encourage voluntary grouping to ensure that every

child feels welcomed and not forced. For the students that feel anxious when working in groups

or require additional support, there are two areas available for independent work, the circle rug

with bean bag seating and a round table near the teacher’s desk.

“The flexibility in the classroom layout allowed students to self-determine their physical

placement in the learning environment based on their preferred learning style” (Rae & Sands,

2013). Once the students have determined their physical placement based on their preferred

learning style, cooperative and productive learning can begin to take place. Since students are

arranged at tables or groups, they are able to participate in competitive whole class question and

answer learning. Instead of competing against one another for the teacher’s attention, the table

group can all collaborate on an answer and everyone at the table can receive the attention and

praise, increasing student motivation and engagement (Kagan, 1989). Since the students are not

aware of which student at the table will be called upon to answer the question or if the whole

table group will be asked to answer at once, all students, regardless of their academic ability, are

motivated to engage in the collaboration to receive the praise.

Communication with Parents

Dear Parents and Families,

Aloha! My name is Mrs. K and I will be your child’s teacher this year. I am looking

forward to a year filled with growth, intellectual, behaviorally, socially, emotionally, and of

course academically. Although I recently received my Bachelor of Science in Elementary

Education and Special Education from Grand Canyon University in May 2021, I have been in
My Classroom Management Plan 14

education since 2003. My experience here in the Burlington City School District ranges from

preschool to sixth grade and every grade in between.

My philosophy of teaching encompasses high expectations for my students and positive

reinforcement with rewards. I strongly believe that when I provide students with the adequate

tools for success, they can be held accountable for working to the best of their ability. I am here

to work with you and your child and not against, it is not a power struggle in the classroom. You

will see at Back to School Night that I have worked hard to create a classroom environment that

is engaging, challenging, safe, and supportive, which welcomes and values all students’ interests,

strengths, cultural backgrounds, and needs.

In addition to Back to School Night, I welcome scheduled visits that coordinate with your

schedule. These can be arranged by contacting the main office at 609-387-5834. If a scheduled

visit does not accommodate your schedule, the main office number can also be utilized for

relaying messages to me. My free periods are between 9:50 am – 10:35 am as well as 12:15 pm –

1:10pm. I also make every effort to return messages the same day. Our classroom is also on the

Remind app, attached to this letter is the information if you wish to sign up. I will send out

classroom reminders and notifications via this method, so if possible, I strongly suggest signing

up. Lastly, attached to this letter is the information for Class Dojo. In order to achieve

accountability in the students, Class Dojo provides the additional positive reinforcement and

rewards to help students succeed. If you are not aware of this form of communication, you are

able to view your child’s daily progress of earning and/or losing points as well as message me if

necessary.
My Classroom Management Plan 15

Like you, I also balance home and work life, so please reach out to me if there is another

method of communication that works better for you that I have not listed. In order for your child

to reach their full potential, it is crucial that we maintain good two-way communication. To

reach my goal of student intellectual, behavioral, social, emotional, and academic growth it is

vital that our relationship begins with a solid foundation of trust and respect. You have already

taken the first step by trusting me with your child. I will respect you by valuing your questions

and concerns to demonstrate that I am trustworthy. I strongly believe that a child’s educational

journey thrives when there is good parent-teacher communication.

I look forward to meeting you face to face at Back to School Night and introducing

myself personally. There will be information about my classroom rules, procedures, rewards, and

consequences, all of which will be available on my website (wwis.burlington-nj-

net/ckaluhiokalani). We are off to a great start this year, and I have enjoyed getting to know your

child this past week. I have many exciting activities planned for this year, so again if any of the

forms of communication do not work you please let me know as soon as possible.

Sincerely and Mahalo,

Mrs. Christy Kaluhiokalani

Fourth Grade Teacher

Wilbur Watts Intermediate School

Classroom Management Evaluation

Professionalism extends beyond the classroom and school walls. Teachers are members

of something larger, a community. According to an African proverb, “It takes a village to raise a
My Classroom Management Plan 16

child”, teachers are a part of this village (Afriprov.org, 2019). Every professional decision and

action taken by a teacher influences students, families, and other professionals. When parents

send their children to school each day and when administrators hire an individual, they are

placing their trust in that teacher to provide not only a rigorous learning environment but also a

safe setting that meets the needs of all students.

In order to fulfill the role of teacher in this village, I must take an active role comprised

of concern for others, sharing, and hospitality. Keeping the lines of communication open and

respectful when it comes to parents and families is of the upmost importance. By having good

communication with parents and families will enable me to become an advocate for the best

interest of the student. I will listen and act on my concerns by seeking the advice and help from

the other members of the village such as my peers and members of the community. It will be

beneficial to allocate grade level and vertical articulation grade level meetings with my peers at

least once a month (MCEE). Additionally, implementing an open-door policy for my classroom

will show families, community members, and peers they are welcome just as much as I make my

students feel welcome.

Not only is it a passion for teachers to ensure that all students, regardless of their age,

gender, culture, setting and socioeconomic context will be treated equally and fairly by

respecting their rights and dignity, it is a legal obligation. “Teachers are legally obligated to

observe ethical standards in codes of professional responsibility adopted by local school districts

and state education departments” (USDOE, 2014). This means that teachers must continuously

evaluate the classroom rules, procedures, rewards, and consequences and their impact on

students, so no child feels violated either in dignity or rights. Teachers have much more than the
My Classroom Management Plan 17

academic responsibility to their students, there are also confidentiality guidelines, IEP’s, 504’s,

and The Universal Declaration of the Rights of the Child and Human Rights to abide by. Seeking

alternative strategies to address problem behavior, taking deliberate steps to prevent student

misbehavior, and construct partnerships with community-based facilities are some steps that I

plan to take in my future classroom to adhere to my legal obligation in responding to student

behavior and equity (USDOE, 2014). Taking these necessary and appropriate steps will show

my students how much I care about them, in addition to just their academic growth.

Reflection

After careful review of the feedback from my professor and peers, I have found that

regardless of which strategy, arrangement, or philosophy a teacher implements in their room, two

aspects are ultimately important. First and foremost is that “students will not care how much we

know until they know how much we care” (Hensley, 2019). This means that as a future teacher I

must make students my priority. Through self-sacrifice, clear and consistent high expectations,

professionalism with families, administration, and peers, engaging and motivating activities, and

tough love I can show my students just how much I care about them as a person. My philosophy

of teaching for my future students is to demonstrate they are more than an academic score. All

students must be provided with a high-quality education that instills lasting lifelong skills they

can carry with them beyond the school walls.

Lastly, I have learned that above all the Golden Rule is the underlaying motivating factor

for every decision. Starting with professionalism and my personal actions in the classroom to the

arrangement of the classroom which creates a desire to learn, and even the manner in which
My Classroom Management Plan 18

rules, rewards, and consequences are enforced students must be treated with dignity and respect.

This is following the Golden Rule of “So in everything, do to others what you would have them

do to you, for this sums up the Law and the Prophets” (NIV). I am constantly reciting this in my

mind when planning on how I will stimulate the interest of the students I am called upon to

serve. My peers and my professor have also provided positive feedback regarding my ability to

achieve this goal. When I provide the appropriate tools for success to my students and model the

actions of the Golden Rule, my students will have a higher probability of future success, in and

when they leave my classroom.

Peer Reviews

Student Name: Christylynn Kaluhiokalani

Assignment Areas of strength:

Content 1) Organization is a great strength within this management plan. The
subtitles clearly separate the topics in the management plan. The
paragraphs are also clearly organized into the introduction, body, and
conclusion paragraphs.

2)This plan contains all of the required information and research. I can
also tell that effort was put into creating this management plan. There is
love and attention that was put into every paragraph. You did a great job
presenting important aspects such as professionalism and engagement in
the classroom. Your plan was well thought out and well put together.

3) Your engagement activities and the classroom management models that

you mention are well explained. It is clear that you understand the
information you chose to include in your plan and can use them in your
future classroom.

Areas to grow
1) Some of the paragraphs seem to be long. I would consider shortening
and splitting the paper into smaller paragraphs.

2)This paper is great, however sometimes words are reused and it can
sound redundant. For example in the opening sentence of the
professionalism paragraph it states “In order to promote an environment
My Classroom Management Plan 19

that promotes positivity…” promote is used twice in the sentence. I would

consider using a variety of words such as ‘In order to create an
environment that promotes positivity…’

GCU Style __X__Research consistently used

Research ____Research inconsistently used
____Research incorrectly documented
____Research not observed
Explain evidence:
I can see that clearly used research when completing this assignment. I
know this because in-text citations are consistently used and correctly
formatted when information from research is used. The reference page is
also completed in APA format. My only suggestion would be to remove
the hyperlinks from the reference page.

GCU Style __X__Correctly formatted

Formatting ____Mostly correct format
____Incorrectly formatted
Explain evident:
This paper is clearly sectioned using subtitles. The font Times New
Roman is used and it is double spaced. Lastly, there are 1 inch margins
around the paper.

Author of Review Jasmine Gorss

Student #2 Name: Christylynn Kaluhiokalani

Assignment Areas of strength:

Content 1)Supporting the roles for students, I love it!

2) I like how you included educator, counselor, advocate, nurse, mediator,

confidant, role model, inventor, creator, and collaborator in your work.

3) “My professionalism reaches beyond students and their families”

LOVE LOVE LOVE LOVE THIS!

Areas to grow
1) How does a teacher deal with behavior with other students in
class?
2) Example of tough love.

GCU Style _x___Research consistently used

My Classroom Management Plan 20

Research ____Research inconsistently used

____Research incorrectly documented
____Research not observed
Explain evidence:
GCU Style ____Correctly formatted
Formatting __x__Mostly correct format
____Incorrectly formatted
Explain evident:

Author of Review Amber Schieweck

Student #2 Name: Christylynn Kaluhiokalani

Assignment Areas of strength:

Content 1) Great work discussing the engagement strategies and using
sources to back it up

2) Great work going into detail on your personal philosophy. I love

that it tied all the sections together.

3) I love your quote from the bible in the beginning of your paper!
It’s a great golden rule!

Areas to grow
1) There are no citations or sources listed to back up the
professionalism measures you mentioned.

There are some run-on sentences throughout the paper that I would double
check. Some of the areas can be tough to read because it’s an ongoing
sentence.
GCU Style ____Research consistently used
Research __X__Research inconsistently used
____Research incorrectly documented
____Research not observed
Explain evidence:
2) Great research in the engagement strategies and philosophy
section, there is none mentioned in the professionalism section
My Classroom Management Plan 21

though.
GCU Style __X__Correctly formatted
Formatting ____Mostly correct format
____Incorrectly formatted
Explain evident:

Everything seems to be correctly formatted, just double check those run-

on sentences.
Author of Review Shelby Palmer

Student #1 Name: Christylynn Kaluhiokalani

Assignment Areas of strength:
Content
1) I like the procedures you listed. You have a good descriptions.
2) You provide detailed explanations of all the areas of the paper.
3) I like your ideas and plan for the classroom arrangement. You have
solid references to support your ideas.
Areas to grow
1) You might want an introduction to the procedures section prior to
jumping right into the procedures you will list
2) Some of you references need to have the hyperlink turned off
GCU Style __x__Research consistently used
Research
____Research inconsistently used
____Research incorrectly documented
____Research not observed
Explain evidence:
Several solid references throughout the paper
GCU Style __x__Correctly formatted
Formatting
____Mostly correct format
____Incorrectly formatted
Explain evident:
Everything looks good. Just watch the hyperlinks in references
Author of Review Anthony Cruz
My Classroom Management Plan 22

Student #1 Name:
Christylynn
Kaluhiokalani
Assignment Areas of strength:
Content 1) I like the procedures you have mentioned. They are very well thought
out.

2) I really love your five rules. They are very important to have in a
classroom.

3) Good tiered system for consequences. Each consequence builds on the

last.
Areas to grow
1) Maybe make sure that all paragraphs have at least four sentences in
them, including introductory paragraphs.

2) Double check formatting in the Classroom Procedures section. Some

subtitles are centered and others are aligned to the left.
GCU Style __X_ Research consistently used
Research ____Research inconsistently used
____Research incorrectly documented
____Research not observed
Explain evidence:
Good use of research
GCU Style __X_ Correctly formatted
Formatting ____Mostly correct format
____Incorrectly formatted
Explain evident:
No formatting errors detected.

Author of Review Kyla SanGiovanni

My Classroom Management Plan 23

References

Anderson, M. (2018). Getting CONSISTENT with Consequences: Applying consequences for

student behavior is hard to get right. Here’s how to do it better. Educational Leadership,

76(1), 26–33. Retrieved from https://search-ebscohost-

com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=131744390&site=eds-

live&scope=site

Brooks, B. D., & Thomas Jefferson Research Center, P. C. (1989). Success through Accepting

Responsibility. Principal’s Handbook: Creating a School Climate of Responsibility.

Revised Edition. Retrieved from https://search-ebscohost-

com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=ED331751&site=eds-

live&scope=site

DE SHANNON LAWRENCE, T. (2017). Bullying in Secondary Schools: Action Planning

Using a Positive Behavior Intervention and Support Framework. American Secondary

Education, 45(2), 85–92. Retrieved from https://search-ebscohost-

My Classroom Management Plan 24

com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=123574938&site=eds-

live&scope=site

Duncan, A. (2014). Guiding Principles A Resource Guide for Improving School Climate and

Discipline. Retrieved from https://www2.ed.gov/policy/gen/guid/school-

discipline/guiding-principles.pdf

Evertson, C., and Emmer, E. (2017). Classroom management for elementary teachers (10th ed.).

Boston, MA: Pearson. ISBN-13: 9780134027272

Hensley, Peter. (2019) Personal communication via GCU discussion board.

Kagan, S. (1989). The Structural Approach to Cooperative Learning. Educational Leadership.

Retrieved from https://search-proquest com.lopes.idm.oclc.org/docview/224857174?

accountid=7374

Loveless, B. (2019). Strategies for Building a Productive and Positive Learning

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