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Megan Dockter
EDFN 440: Classroom Management
Dr. Schutter
Classroom Management Plan
View of an Effective Teacher

An effective teacher is a strong communicator. One facet of effective communication is

collaborating with other teachers, staff, members, and administrators for the benefit of their

students. Educators should be brainstorming and problem-solving together. Each perspective

adds valuable insight. Additionally, effective teachers are consistent in their communication with

parents and guardians. Modeling clear communication with parents and guardians from the

outset of the school year is advantageous, especially if an issue with a student comes up later.

Clear is kind. Teachers should collaborate with parents and guardians to ensure that the needs of

each student are being met.

Effective teachers present engaging lessons that are relevant and interesting to students.

Teachers should be organized and prepared to the best of their ability each day. Incorporating

student interests and choices gives the students a sense of autonomy that is important to their

growth and success in the classroom. Students need to know why they are learning the selected

content. They must find value in the work that they are completing. A student should never have

to guess what is expected of them in the classroom, as procedures are clearly outlined, positively

reinforced, and practiced daily.

Empathy and adaptability are important qualities in a teacher. Teachers must be flexible

in addressing student behaviors. Educators need to be concerned with the root cause of student’s

behavior and work to satisfy unmet needs. They are understanding and patient in working with

students. They are relentless in their passion for their content area and the well-being of their
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students. Effective teachers are willing to admit when they are wrong and correct their actions.

Educators should model the positive behaviors that they expect of their students. Effective

teachers have high expectations for all students and aim to provide the support that students need

to reach their full potential.

Philosophy of Management and Discipline

The most common cause of student misbehavior is a lack of effective classroom

management. When structure is absent in the classroom, students may be uncertain of the

tasks they should be engaging in. Not having procedures and routines to facilitate a flow from

task to task makes it tough for students. In general, students do not appreciate surprises. Upon

a foundation of procedures, students will develop trust in their instructor and feel safe in their

classroom environment. Jones (2021) writes, “Given that disruptions will occur in the most

supportive, well-organized, and academically engaging classrooms, it is imperative that

teachers possess methods for responding in ways that respectfully refocus the student while

maintaining a smooth flow to classroom instruction” (p. 9). Having the classroom rules posted

where is it visible to students is important. In mild situations, proximity to the student or

pulling the student aside to discuss their actions is enough to manage and prevent the

undesirable behavior from reoccurring. The most important aspect of handling misbehavior is

consistency. Students must know that the consequences of their actions will not be

overlooked.

Management is proactive, whereas discipline is reactive to student behavior. Classroom

management encourages students to be responsible, whereas a classroom that is driven by

discipline promotes compliance. Instead of spending time disciplining students often, the teacher

who spent time at the front end of the school year teaching and reinforcing processes may have a
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more productive and smooth-running classroom as a result. Wong et al. (2018) state, “Procedures

set up students for achievement. Having procedures simplifies the students’ task of succeeding in

school and creating a positive learning environment” (p. 6). A discipline-driven classroom leads

to begging students to follow rules and learn. A classroom managed by procedures allows the

instructor to focus on providing quality content and forming relationships with students.

Students’ Psychological Needs

Student behavior is a form of communication. Most often, misbehavior is an indication of

a student’s needs not being met. Student needs must be met before they can go on to learn the

necessary coping mechanisms and expected skills. Similar to how students enter a classroom

with different learning levels, they also walk in with varying needs each day. According to

Stanley Coopersmith’s theory, students need to feel a sense of significance, competence, and

power to develop a higher self-esteem in their learning environment. Jones and Jones (2021)

write, “[S]tudents need to experience a sense of trusting and being trusted and respected and

positive personal relationships as well as a sense of accomplishment or competence if their needs

are to be met” (p. 32). Students are more likely to feel a sense of power if the classroom

procedures are clear and the content incorporates student interests. Students value autonomy,

feeling like they play an important role in controlling their educational experience. Educators

should be working to bolster student confidence through student-driven systems. When students

feel that their needs are being met and their opinion is valuable, they are more likely to

participate in class. Working with students to solve problems and create routines builds trust,

which, in turn, leads to a smooth-running classroom. A procedure-driven classroom promotes the

learning and practice of social and cognitive skills. Because there are not necessarily

punishments associated with failing a procedure, students can learn from their mistakes without a
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harsh penalty. This type of positive classroom environment promotes higher self-esteem and

resilience among students. Teachers and students form a team that tackles coursework and life

skills together. By modeling vulnerability and open communication, educators encourage

students to seek help before a behavior episode occurs. But, even if strong behaviors pervade,

students will be met with the utmost compassion.

Relationships in Schools

Relationships are the foundation of a successful classroom. Forming lasting relationships

with students and parents/guardians is imperative. Students will not learn from someone they do

not trust. Educators should present themselves as a “warm demander,” where they hold high

expectations coupled with ultimate support and a warm personality. For students to learn how to

form positive relationships with their peers, they must see it modeled, have discussions about

what it looks like, and practice building relationships with immediate feedback. A safe space to

form relationships must be provided and maintained. Teachers can incorporate community-

building activities can help students connect with their peers. It must be known that vulnerability

allows us to connect with others. It is not a weakness.

Modeling and teaching clear communication is an integral part of relationship building

between peers. Clear is kind, and unclear is unkind. Additionally, educators must focus on the

positive aspects of student behavior, as negatives can quickly compound and weigh on students.

There should be at least five positives for every one negative. Teachers must ensure students

have a way to express their needs and concerns. Student feedback is an important part of an

effective teacher-student relationship.

Getting parents involved in the classroom is one way to form relationships and build

trust. When students see their teachers and parents collaborating to achieve a common goal, they
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become more invested in their learning. McGee and Banks (2019) state, “When appropriately

implemented, parent involvement allows parents and teachers to reinforce skills and provides

an environment that has consistent learning expectations and standards” (p. 289). Teachers

should encourage parents to play an active role in their student’s education at home. Teachers

should start by maintaining two-way communication throughout the school year and broaden

the opportunities for parents to be involved in their student's education. Calling parents

periodically to let them know when their student is doing well is important. When teachers

establish a line of communication with parents/guardians early on, it makes phone calls about

potential behavior issues or failing grades easier. With this, educators should be proactive in

communicating with parents to ensure that if any remedial measures need to be taken, it is

done quickly before the issue further develops. In communicating with parents, teachers must

be active listeners. They must work together with parents for the benefit of the student.

Educators must be open-minded about family situations and refrain from forming

assumptions.

Values, Expectations, and Behavior Standards

I believe every student should be treated as if they have the highest potential in the class.

I am committed to appropriately challenging my students to become effective learners and

community members. Relationships are at the forefront of my approach to classroom

management. Students must know they are valued and cared for to do their best in school. I insist

on students treating each other with respect. Students must collaborate with their peers and

director to provide a safe and encouraging classroom environment. Students should push

themselves to realize their potential, and they should assist others in doing the same. They

should bring their best selves to class while understanding that someone’s best looks different
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every day. As the director, I will ensure that the student's needs are met to the best of my ability. I

will work to create a classroom environment where diversity is celebrated and cultural needs are

addressed.

It is expected that students come to rehearsal prepared each day with the appropriate

materials. Students should set challenging goals for themselves and the ensemble. They should

collaborate with their ensemble members to learn and create a wonderful musical product. As a

band and as individuals, we will celebrate the successes of others and ourselves. Additionally, we

will learn and practice growth mindset habits both in the band room and in our daily lives. Most

importantly, we will have fun and enjoy the journey of improvement.

Behavior standards are broad-scope, non-negotiable rules in the classroom. Behavior

standards ensure that the learning environment is safe for all students. Failing to follow a

behavior standard is endangering the well-being of another student or the classroom, resulting in

a consequence for the student. Procedures are systems implemented to maximize learning time

and student engagement. There are no negative consequences for failing to follow through with a

procedure. Instead, students will be asked to try again to complete the procedure correctly or will

be retaught the expectation.

• Be Respectful (to each other, to teachers, to classroom materials, etc.)

• Body and Instrument to Self

• Gum in Trash Upon Walking in Door

• Keep Your Area Clean and Clutter-Free

Procedures

• Entering the Band Room

• Packing Up
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• Instrument Lockers

• Treatment and Care of Percussion Instruments

• Warmups

• Gaining Student Attention (Podium Procedure)

• Agenda (Daily Expectations)

• Taking Attendance in Sections

• Working with a Clinician/Visitors in the Classroom

• Performance/Audience Etiquette

• Evacuating the Classroom (Emergency Situations)

• Collaborating with Peers

• Collecting Forms/Notes

• Bathroom Breaks

• Calm Corner

• Rehearsal Techniques

• Asking Questions

Engagement, motivation, and maximizing on-task behavior

When content is shaped around student interests and needs, the engagement and

motivation of students will naturally increase. Additionally, students must understand the why

behind what they are learning. For example, playing scales as a warmup can become

monotonous, but understanding that scales are the foundation from which their musicianship can

flourish may increase students’ motivation. By becoming proficient in their warmup material,

they can go on to become better sight-readers and develop a better ear. Consistency of routine is

important for maximizing on-task student behavior. Having the agenda posted on the board with
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reminders of upcoming events is helpful for students. Lastly, providing positive and targeted

feedback is a strategy for maintaining student motivation. When students are receiving feedback

frequently, they have the necessary tools to continue growing.

Responding to inappropriate or off-task behavior

Classroom behavior standards and procedures will be communicated to parents in the

band handbook that will be sent home at the beginning of the school year. I will communicate

with parents on a case-by-case basis for suggestions on how to best address student behaviors.

Students will be taught procedures for behavior at the beginning of the year using role-play. The

students must understand the context of the procedures so that they know what to expect

throughout the year should something happen. The expectations must be consistent for all

students. Clear visual reminders of positive behaviors will be posted in the room.

General Classroom Procedures

• Gaining Students Attention

o Call and Response Attention Getter

▪ Director: “Let’s Go”

▪ Students: “Wolves (insert school mascot)”

o Clap a Rhythm

• Moving Students Out of the Room

o The class will be asked to visit the next-door class. It will be prearranged that in

an emergency the teacher next door will accept my students into their classroom.

The concertmaster will lead the band over to the room.

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Behavior Specific Procedures

• Proximity

o For students who are talking excessively during warmups, the director may move

closer to their section of the band which would encourage them to behave

appropriately.

• Breathing

o Taught as part of warmups, I will tell students that this is an effective strategy for

when students are feeling overwhelmed or frustrated in class. Also, it can be used

to ease performance anxiety.

o Hot Chocolate Breaths

• Offering a Break

o If a student is not responding well to proximity or gentle reminders to engage in

their work, two options may be offered to the student. They may either take a

short break in the calm corner for five minutes or they may choose to continue

their assignment/playing in the ensemble.

Disruptive Behavior Checklist

• A gentle reminder of the behavior that is expected in class

o Verbal or non-verbal cue

• Planned ignoring, addressing the behavior privately with the student later

o Respects the rest of the class and provides the student with privacy

• Proximity to student

• Praising students who are positively engaged

• Ask the student how you can help them succeed

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o Determine what is frustrating the student or what needs are not being met

o Offer assistance to the student

• Reteaching of expectations/reinforcement of procedures

• Redirection (provide two options)

o Have the Student Run a Note to Another Teacher

o Brain break for the entire class

o Breathing techniques

• Ask for assistance from another teacher or administrator

• Get the class out of the room (safety of everyone involved)

• Follow the school plan for consequences of disruptive behavior

o If the behavior continues without improvement, an intervention plan will be

created based on the school district’s RTI or MTSS

Impact of School-wide Management and Discipline Procedures

Many schools promote the use of restorative practices such as Positive Behavior

Interventions and Supports (PBIS). PBIS is a tiered system in which students receive the

necessary support to improve their academic performance or behavioral skills. These systems can

provide teachers with actionable steps to follow to ensure that students are progressing

appropriately. A school-wide management plan and discipline procedures impact how a teacher’s

classroom management plan is formulated. A teacher’s personal classroom management plan

must abide by the procedures established by the school district. Educators must follow the set of

procedures to maintain consistency with the other classrooms and provide each student with the

necessary support to succeed. In some cases, teachers' and administrators' personal beliefs on

student success may not align with the school system procedures, but they must follow through
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with the necessary measures. In many schools, it is encouraged that teachers handle most of their

students' behavioral issues in the classroom. Making the effort to have a conversation with the

student and develop an improvement plan is a way for the teacher and the student to build a

sounder relationship. This being said, there are specific behaviors and actions where students

must be referred to the office immediately (zero-tolerance policies).

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References

Banks, J. A., & McGee, B. C. A. (2020). Multicultural education: Issues and Perspectives. John

Wiley & Sons.

Jones, V. & Jones, L. (2021). Comprehensive classroom management: Creating communities of

support and solving problems. Pearson Education, Inc. Hoboken, NJ.

Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2014). The classroom management

book. Mountain View, CA: Harry K. Wong Publications.