MSSE 403: Classroom Management in a Diverse Society
Final Classroom Management Planner
Your Plan
Rules and Norms
Process for Creating Rules and -I plan to create a class constitution
Norms AND some with each of my sections that lists and
non-negotiables explains classroom rules and norms
that are important to each group of
students. I will group the students into
fours and they will create their own list
of ten rules/norms. Each group will
present their norms and post their list
to the front of the class. From these
lists, we will select ten norms that
reflect our values and write them on
large poster board to hang on the wall.
-Some non-negotiables include
empathy, active listening, respect of all
personal property, respect of all
identities, and intolerance for hateful
language or actions.
Routines and Rituals
Consequences -I plan on implementing firm
consequences for undesirable
behavior. My consequences have to be
firm in order to give things like retakes,
revisions, and extensions. There are
also some behaviors that
non-negotiably result in swift and
How CR (with support)
Students, just like adults, have strong
values that guide their behavior. It is
necessary to incorporate and validate
these values in every way appropriate
and possible. By working with
students to create rules and norms,
they feel represented in all aspects.
“By involving students in rule-making
and fostering meaningful (but
age-appropriate) discussions about
them, you can address some aspects
of cultural congruence simply by
listening to your students” (Pinto 80).
Consequences go hand in hand with
mattering. We can care about
students and give them a peaceful
and healthy learning environment,
but we also have to care about
students enough to give
consequences that will help protect
How DA (with Support)
Adolescent students are at an age
in which their values, personalities,
and abilities are becoming
powerful; however, school puts
them in a powerless situation. This
can frustrate and deter students
from performing well in class. By
including them in the rule-making
process, students can exercise their
beliefs and autonomy.
“Students’ beliefs about their own
ability to take charge, self-efficacy,
and belonging are important”
(Pinto 78).
Adolescents need to see that their
decisions have an impact. When
students break agreed-upon rules,
it is necessary to take them back to
how they were included in the
entire process, and that when they
break the rules, they are letting
 unchanging consequences. This is true
in cases like physical assault, sexual
assault, verbal harrassment, and
bullying. However, when it comes to
situations involving phone policy
violation, disruption, or disrespect, my
policies are as follows:
1st Offence: After class conversation
with student. This serves as a verbal
warning and a chance for thestudent
to review policy.
2nd Offence: Conversation involving
admin and parents if need be.
3rd Offence: Write-up to the office.
Class Start -I am going to start each class with an
informal emotional check-in for my
students. I want to do this
electronically with something like an
interactive word cloud so that I can
view the class’ emotions as a whole
and discuss a few. One day a week,
however, I want to have a longer
“community meeting” of sorts. This
will be a more in-depth discussion on
multiple aspects of both their
academic and personal lives. I want to
be continuously checking on my
students so that they know I care.
this environment. If a student is being
targeted or negatively affected by
another student’s bad behavior, it is
my responsibility to care for both
students and give appropriate
consequences. Doing so protects all
students emotionally, mentally, and
physically.
“We have to not only care about
students in a general sense but also
actively care for them in a physical
and emotional sense” (Hammond
73).
Students, just like adults, are
emotionally driven. At a time when
their emotions are strong and dictate
most of their behavior, it is important
to understand emotions as the root
of their behavior.
“As culturally responsive teachers, we
have to address the real root of the
problem— students’ self-doubt that
leads to a negative academic
mindset.” (Hammond 110).
themselves down. This creates a
sense of responsibility in students
and allows them to see the effects
of their decisions.
“Be honest and matter-of-fact when
students break the rules, reminding
them why they all agreed to them”
(Cushman 39).
Taking emotional inventory each
class helps induce a growth
mindset. When the students’ brains
recognize a positive emotional
pattern associated with beginning
class and settling into work-mode,
they are more likely to hold a
positive outlook on themselves and
their capabilities.
“The brain has this script coded into
its safetythreat system with
instructions to either avoid certain
learning situations or to embrace
them. The way the brain chooses to
 interpret and encode this
information results in either a fixed
mindset (won’t take a risk) or a
growth mindset (willing to take a
chance)” (Hammond 112).
HW Assign./Collection -As a secondary level English teacher, IMinority, English Language Learning, Assigning close readings and
do not plan to assign much physical and underprivileged students are discussions for homework
homework. Projects, essays, readings often passed through school with no implements active processing.
are the bulk of what students will be enrichment. They are often not Adolescents are continuously
doing at home for me. instructed to analyze deeply or study forming new neural pathways. By
-To enforce readings, I will post a readings closely. By consistently challenging them with active
discussion board for each chapter or implementing close reading and processing, these students are
section due. Each student is to choose information processing, I am giving prepared to think critically in the
a piece of the chapter to ask a students access to the tools and future.
question about and to analyze with a strategies that will set them up for “Our ability to process, store, and
paragraph. I will use these questions insuccess in academia or the use information dictates whether
our class discussions concerning the professional field. we are able to do more complex
readings. I can not guarantee that “The power of culturally responsive and complicated thinking in the
students won’t Sparknotes it, but I can teaching to build underserved future because they are the very
ensure that they are forming ideas and students’ intellective capacity rests in things that stimulate brain growth”
questions about the material that can its focus on information processing. (Hammond 124).
be explored through instruction. These Processing is the act of taking in
will be graded for completion. information with the intent to
understand it, relate it to what you
already know, and store it in a way so
that you can easily retrieve it”
(Hammond 124).
Attendance -While I plan to adhere to my school’s Often, students are absent due to Attendance is often seen as a bad
attendance policy, how I treat students illness, family issues, or their parents behavior. Some students definitely
and how I handle make-up work is up failing to arrange transportation. skip class when they shouldn’t but
to me. Students, after absences, will These are all things that are out of when we view missing at all as
 be welcomed back into my classroom the student’s control. If I am trying to detrimental, students may want to
with open arms and zero judgement. I run a culturally responsive classroom show up less and less. If I greet
will enact a system in which make-up that validates the student, then I can students positively when they come
work is accessible and available to all not unfairly punish them. ba into the classroom, I am showing
students with absences. Grace is what “Punishment for something you’re them that they are always
drives my policy; however, my plan for not responsible for will ruin the welcome.
make-up work will still be structured. student-teacher relationship - easy as “A focus on only ‘bad’ behaviors
Students will have that” (Cushman 45). and reactions can become a
self-fulfilling prophecy” (Pinto 6).
Washroom -I plan to implement an open restroom The female body has been Adolescents are in a stage where
policy for my students. When I am not detrimentally controlled and their bodies are constantly
giving direct instruction, students will monitored throughout history, changing. Students are beginning
sign in and out of the restroom using a especially as it enters adolescence. their menstruel cycles, and
sheet by the door. While I am giving Many teachers fail to understand and gastrointestinal issues such as IBS
direct instruction, however, students respond to the needs of students on “begins in the teen years or early
may ask me to use the restroom. I do their menstruel cycles and limit adulthood” (Penn Medicine).
not plan on denying any student bathroom access. By providing open Allowing students full use of the
permission to use the restroom. I do access to restrooms, I can reframe restroom, with guidelines in place
plan on enforcing the sign out sheet the cycle of containment and control to prevent abuse of this, is the most
strictly and reminding students that over menstruating students. developmentally appropriate.
this is the only way which I can ensure “The human
proper use of the restroom while body is itself a politically inscribed
giving all students equal access. entity, its physiology
and morphology shaped by histories
and practices of
containment and control” (Miller 73).
Class Sequence -I will start each class with a wellness This is culturally responsive because I Having a structured, consistent class
check-in. This may be conducted am building a sense of community in routine improves cognitive
online through a collaborative word all parts of the class. Students development. Some students are
cloud or google form. I will incorporate become accustomed to a routine of lacking in the routine-focused side
collaboration along with direct discussion, collaboration, and of development due to inequities.

Proactive Management Strategies
Groups
instruction into every day’s itinerary
the best I can. Students need to have
time to interact directly with each
other as well as with me. I will be
constantly circling the room if I am not
lecturing, or I will be stationed at my
desk for students to freely come up to
me with any questions. I will end the
day with, if time allows, 10-20 minutes
of silent reading. I believe that
allowing students to decompress is
crucial to allow them to transition to
the next class. Often, students can feel
rushed or stressed when they work
bell to bell and are thrown into the
next class. Having this time will be a
necessary part of the day.
Students will be placed in pre-planned,
flexible groups. I will create “home”
groups that students will always come
back to, but will create new groups for
activities that include the strengths
and diverse perspectives of other
students. I will give direct, thorough
instructions for group work and keep
these instructions on the board. I will
keep accountability at the center of
group work and require a product that
demands excellence and participation
from all students in the group.
reflection and are able to perform
and exist comfortably in my class.
“Routines that encourage
collaboration and community can
make all students feel like part of the
classroom and tap into their own
funds of knowledge in ways that
promote cultural responsiveness.”
(Pinto 70).
Culturally responsive teaching values
and understands the student as a
whole, including the student’s
psyche. When grouping students, it is
important to plan around possible
conflicts between individuals by
creating pre-made groups.
“Remember, when the brain feels
there’s a potential threat based on
past experience with a particular
person or because of one’s own
implicit bias or marginalized status in
the larger sociopolitical context, the
However, in my classroom, the
implementation of routine will help
pave the way for correct
development.
“For culturally and linguistically
diverse students, their
opportunities to develop habits of
mind and cognitive capacities are
limited or non-existent because of
educational inequity. The result is
their cognitive growth is stunted,
leaving them dependent learners”
(Hammond 13).
Grouping is key to creating a
healthy classroom community.
Consistently rotating groups and
getting students to work healthily
and productively with each other is
an important way to create
connections in the classroom.
“Keep in mind, the brain
experiences social pain— not
connecting with others or being
rejected by them— in the same way
it experiences physical pain”
(Hammond 76).

Collaboration I believe that students need
collaboration in order to succeed in
class. Through flexible grouping, I will
implement structured collaboration.
Before assigning any project that
requires collaboration, I will go over
the 7 norms for effective collaboration
with my students. These norms were
created out of research by Bob
Garmston and Bruce Wellman, both
educators who focused on adaptive
schools. In my current practicum
placement, I am seeing a lot of
students who are missing key
components of groupwork. These
norms are crucial to creating an
effective product. The norms I will
continuously review with my students
are as follows:
1. Pausing. Pausing before
responding or asking a
question allows time for
thinking and enhances
amygdala goes into action and
“hijacks” the brain’s other systems,
throwing the body into defensive
fight, flight, or freeze mode. Trust
deactivates the amygdala and blocks
the release of cortisol” (Hammond
76).
Building relationships within the
classroom that fit into healthy and
productive norms is key to culturally
responsive teaching. This practice
rejects the individualistic mindset
that people are better off alone and
self-centered.
“Geneva Gay, pioneer of culturally
responsive pedagogy (2010) says
positive relationships exemplified as
‘caring’ are one of the major pillars of
culturally responsive teaching”
(Hammond 72).
The norms of positive collaboration
are necessary in the classroom for
students to partake in safe, healthy,
and age-appropriate social
engagement. Students are placed in
various social situations under
different contexts and do not
always know how to adapt properly.
By giving students these norms, I
am activating a neural desire to
connect peacefully and effectively
with others.
“As pointed out in Chapter 2,
relationships became so important
to well-being and safety that the
brain created an entire social
engagement system to ensure we
stay connected and in good
standing with the tribe” (Hammond
73).
 dialogue, discussion, and
decision-making.
2. Paraphrasing
3. Posing Questions
4. Putting Ideas on the Table
5. Providing Data
6. Paying Attention to Self and
Others.
7. Presuming Positive Intentions.
Effective collaboration is an invaluable
skill in the adult world.
Visual Schedule Every day, I will write/post the class
plan on the board. This will allow
students to visualize what they will be
doing, to remain focused, and to
transition easily to the next
assignment.
Structured Feedback Cycle After I give feedback on student
essays, I will create a queue on the
board to act as a sign-up for feedback
conferences. During the week after I
returned the essays, students will
place their names on this list and I will
call them to my desk for private
Students yearn to feel like they
matter in the classroom. If I come in
unprepared, it sends the message
that their work and time are
meaningless to me. However, if I post
a clear schedule, students are
reminded that I have their time in
mind.
“Even if it’s really basic, like:
Problems. Discussion. Then at least
you know they have something
planned” (Cushman 38).
I want students’ work to matter to
them. If they hand in hours upon
hours of labor and just receive a
grade slapped on it, it is demeaning
to their hard work. Part of mattering
is engaging in a feedback cycle so that before, they will be more likely to
students feel valued.
Adolescent brains crave structure. If
they are not properly stimulated
and kept focused, students will turn
to each other for this stimulation.
This results in “talking out of turn”.
It is equally my responsibility to
provide them enrichment on which
to focus as it is their responsibility
to put in effort to focus.
“If a teacher comes in and is not
prepared, you have no other choice
but to start talking to your
neighbor” (Cushman 38).
By providing feedback to every
student, I will create a growth
mindset. This way, when they
encounter a new prompt or a type
of assignment they haven’t seen
take on the challenge.
 conferences. They will then have the
remainder of the week to implement
feedback and resubmit their essay.
Diary I will keep a notebook/diary and write
in it at least once a day. I will write
down concerns about my students,
abnormal or worrying behaviors,
positive behaviors, and events. This
will allow me to address students on
an individual level and to proactively
check up on them. By having this daily
behavior log, I will also be able to
recognize patterns and to address
them accordingly.
“As warm demanders, our job is to
get students to recognize that putting
forth the effort is worth the work”
(Hammond 109).
For students to feel valued and
accepted in the classroom, teachers
must make a genuine and earnest
effort to understand and remember
what students are going through. By
keeping a personal note of what is
going on, I can ensure that I have the
tools necessary to make every
student feel important in my
classroom.
“From the first class meeting,
students will be looking for signs that
a teacher is willing to do his or her
part in helping them get what they
need from school” (Cushman 37).
“The way the brain chooses to
interpret and encode this
information results in either a fixed
mindset (won’t take a risk) or a
growth mindset (willing to take a
chance)” (Hammond 112).
Students crave emotional
connection, especially from those
who are authority figures in their
lives. By keeping up with my
students and actively monitoring
their emotional states and
situations, I can make sure that
students feel loved in the
classroom.
“Dealing with conflict situations
becomes far more effective when
the students feel they are heard
and seen by their teacher”
(Schoolday).