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Morgan Schoenrock

ELED 440

11/28/22

Classroom Behavioral Management Plan

In order to have a well managed class, the start to this comes from the teacher. If the

teacher is calm and collective and well organized with their curriculum and lessons, the

classroom environment will be much more managed and organized. When creating this

successful classroom environment, the teacher needs to focus on 4 main areas within her

classroom. He/she needs to concentrate on how well we teach and reinforce our procedures, how

well we engage our students in their learning, how we connect with our students, and how we

can calmly intervene with off-task or disruptive behaviors.

With this, I will discuss each area a teacher should focus on, and my personal feelings

towards using these in my future classroom. When diving into the procedures, structures, and

routines of a classroom the teacher should always have a beginning routine at the start of class,

use quiet attention signals, offer physical transitions, use non-verbal cues, check students for

understanding, use raise of hands when speaking, and many more. The beginning of the school

year is the best time to be strict on these rules, procedures, and routines. Students will become

familiar with these as the school year progresses. The first 4 weeks of school, the teacher should

be very direct and clear with their expectations, as the students will soon become in routine. I

really love using the calm music as the students enter my classroom from a special or recess as

this will calm their bodies and redirect them back into the classroom calmly. I also find myself

always checking students for understanding. I will tell them a list of directions, and have a few
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students repeat the directions back to me. This is a great way to catch the students who are off

task, and redirect them back into the conversation.

Next, a teacher should focus on the students' engagement and participation in class

activities. For instance there should be a variety of activities, collaboration among students,

movement within the lesson, student’s total participation should be observed, we should offer

higher order thinking tasks and activities, our instruction should be explicit, we should offer

questioning and probing during discussions, and finally we should allow students to work in

groups. I would say the most important aspect with engagement is monitoring the students

movement during the lesson. Especially if we are teaching younger students, these children need

to physically move and be active as they are full of energy. Therefore, we need to be cautious of

our lesson times, and how often students can actively move around the classroom. I need to focus

more on how to offer higher order thinking activities for the students who are more advanced on

the material. I like to have extra activities and worksheets for these students, but I feel as if I

need to look more deeply into this area. I think I do a pretty good job at offering a variety of

instruction techniques like explaining, modeling, guided practice, whole class practice, and

independent work. Within each lesson, I will offer 2 or 3 different instruction techniques. I try to

offer many visuals and examples for the students to practice themselves as well.

Area three involves teachers to examine their rapport, connection and relationship with

the students themselves. Teachers should offer warmth, friendliness, and be approachable.

Teachers should be enthusiastic, full of energy, have excitement, and joy. Teachers should offer

humor and laughter into their day to day life. Teachers should be knowledgeable of their

students' interests and hobbies. Teachers should be respectful and appreciate all students.

Teachers should offer encouragement for students' success. Finally, teachers should be sensitive
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to students' cultures and backgrounds. Personally, I feel like I already qualify under many of

these categories. I love to build connections with my students. I love to show them I care for

them and their well being. I find myself laughing everyday in the classroom somehow. I am

usually full of energy. (thanks to my coffee) Finally, I respect every student for who they are and

where they come from. I am aware of what my students' homelife is like, and I bring these

aspects into the classroom to show enlightenment and love.

Finally, the last area that teachers should examine is behavior intervention and the

consequence we use towards disruptive behaviors or off task students. We should always use the

regular use of gentle redirects like zone of proximity, warnings, and the look. We should offer

consequences that are reasonable and equitable. Our consequences should be given as choices.

We should use soft eyes and a soft voice during conflicts. We should be firm, but also calm and

compassionate of students' well being. We should be consistent and follow through with

consequences once they are earned. We should encourage that arguments are debates and they

are delayed or should be done privately. And finally progression up the hierarchy of

consequences is swift but fair. I love that they mentioned that arguments should be done

privately. I think this is an awesome tool to use. If a student wants to argue about an assignment,

we can tell them we can do this later and privately. I love this idea. I feel like I do a good job

when giving students consequences and being aware of the child's well being. I typically am very

fair and reasonable with my consequences. I definitely use a soft voice while speaking to the

student. I’ve noticed that if you change your tone of voice the student will either learn to

disrespect you or hide away from you during further instances. We should always use the zone of

proximity and offer students warnings.

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Overall, if we as teachers simply sit down and examine each area, we should have a much

more organized and well managed classroom environment. When breaking apart each of these

areas, the teacher will recognize what they do well in their classroom, and what they have yet to

work on.