Classroom

Management Plan

Megan Finlinson
Phone: 801-656-5420
Email: [email protected]

Table of Contents
Management Philosophy paper2
Behavioral Case Study..3
Procedures..8
Introduction Letter to Parents.17
Welcome Letter to Students18
Developmental Stages Outline.19
5 Important Awards21

Classroom Management Philosophy

Classroom management is something that needs to be well thought out before the school
year starts. It begins with planning and creating different ideas to be used in the classroom. My
classroom will be a welcoming and safe place to be. It is important to keep my classroom
exciting, organized, and centered on learning. My students deserve the best when they come into
my classroom. I will welcome each student so they know I care about each person individually.
On the first day of school, my students will learn procedures I have set in place for them.
I will have the procedures posted around the room. The procedures will be practiced and
enforced throughout the first few weeks of school in order for my students to comply with them.
Students will have specific routines throughout the day, so they know exactly what is expected of
them and what to expect. I will also post a schedule of the day on the board. I will learn which
strategies are working with my students. Students will learn about responsibility in my
classroom. They will each have a different duty each week to help with the classroom. My
students will also know that we respect each other in the classroom. My students will know I
have high expectations of them, and if rules are not followed there will be some sort of
consequence.
Having a strong classroom management plan will help set my students up for success. I
am here to help my students reach their highest potential. Knowing their individual needs will
help my management plan and help me give them the opportunities they deserve.

Behavioral Case Study

This semester I have been in a 1st grade classroom. I thought it may be difficult for me to
find a student I wanted to do this case study on. However, within the first few weeks of
practicum, I noticed a student that would be perfect to do my behavioral case study on. Even on
the first day of class this student really stood out to me. I noticed that he would always get extra
attention from the teacher, and a lot of the time it wasnt for doing anything positive.
On the first day of practicum I noticed this student wasnt allowed to go out to recess. He
would have to go sit in the office and work on something. I asked my teacher why he wasnt able
to go out to recess with the other students and she told me it was because he was punching other
children during recess time. She said he would have to stay in during recess for the next few
weeks because of this. This really interested me. It really is hard to know how to deal with a
student that is like this. I wondered if not letting him go to recess would really make him learn
that it isnt right to punch or hit other children. I really hoped this student would somehow learn
he shouldnt be doing that. As I asked my teacher about him, she told me he has a home life that
is really different from other students and that he could be acting out because of that. I am
always curious to know why children do what they do.
I also noticed this student had an extremely hard time focusing. He would do absolutely
everything he could except for his work. He would transition from the rug to his seat very
slowly. He would also take as much time as he could to find his pencil and get started on work.
After a few weeks of class I remember thinking to myself, How does my teacher handle this
student, plus all of her other students?

This student would usually be one of the last ones to finish his work, especially during
math. One day during math, my mentor teacher asked me if I would go to the back and help this
student with his worksheet. When I began working with him he started talking about everything
except the math he was supposed to be doing. I finally got him focused on his math worksheet
and he was actually doing really well on the first few problems. After about three problems he
began to act like he had no idea how to do any of it or how to write any numbers. He would ask
me how to write a number or what it looks like. He started purposely counting wrong and
skipping numbers when he was counting. He would purposely add numbers wrong and I could
tell he was trying to get some kind of a reaction out of me. I wasnt exactly sure what he was
trying to do though. I started to feel frustrated because I didnt know why he was doing this.
Then he did a problem and got it right. He said, Ha, I tricked you! I really knew how to do it. I
then praised him for doing the problem and after I praised him he said, No Im not good at this
kind of stuff. My teacher always makes someone come back and help me. Im dumb. After he
said this, it really made me stop and think what needs to be done for this student. I realized he
really does know the content but that he may just be bored with it and get distracted easily. He
may also possibly feel helpless because he always has to sit in the back of the room and have
someone help him with his work. Just by working with him one-on-one it gave me a new
perspective on how he may be feeling. We went on with the problems and he was doing well.
The teacher then brought us manipulatives to use to help him finish the worksheet. I then
realized this was a bad idea for him to be given cubes in the middle of his worksheet. He totally
lost focus of his math problems and started talking about making a cube man out of the cubes. I
told him we wouldnt be able to use the cubes if he wouldnt use them to do his math, and he
then tried hiding the cubes from me. He then tried hiding his pencil so he didnt have to finish

the problems. It was really hard knowing how to handle this situation in the right way. It seemed
like he had to be forced to finish the worksheet and that he absolutely hated doing it. He saw that
the other students who were done were able to play on the computers and iPads, so I told him as
soon as he was done he could go play on them. This actually gave him motivation to finish the
worksheet. I told my mentor teacher what had happened, and she said they were trying to figure
out how to help him. She sad someone was going to come in and observe him and that she thinks
he has ADHD.
The next week in class, the teacher gave the whole class have a bathroom break. She had
me go out and stand by the bathrooms to make sure the students werent being loud. I waited for
all of the students to come out and go back to class. This student was one of the last ones to come
out of the restroom. After he came out, he then ran into the girls bathroom. I told him to come
out and that he is not allowed to go in there. He also walked very slowly back into the classroom
and acted like he didnt want to go back in. When I got back I asked the teacher if he had ever
gone in the girls bathroom before, and she said that shes had a problem with him doing that
lately. That same day we had a substitute for the second half of the class. He also gave the sub
some trouble that day. When it was time to go out to recess, all of the students left the classroom.
We were just about to go out to recess duty when we noticed that this student was hiding behind
the teachers desk. I asked him why he was behind there and he said, I dont know I was just
being sneaky.
When the class is at the rug during a lesson, this student will always lie down on the rug.
The teacher has him placed right in front of her so she can monitor him and make sure he doesnt
lie down. Ive noticed he doesnt like to participate as much as the other students do. Usually the

other students are excited to come up and write on the Star Board, and this student doesnt care
as much. He also will talk out a lot without raising his hand, or will talk over other students.
The past couple of weeks I have noticed this student has actually been paying attention
more during lessons, and has been more engaged. He still likes to lie down on the rug but not as
much. I noticed the students got a new seating arrangement and that during math this student
wasnt pulled to the back of the classroom to do his work. He was sitting at his own desk next to
his classmates and he was a lot more focused on his work than usual. I was surprised but really
happy for him that he was able to do the work on his own. I asked the teacher what has happened
to help him focus more, and she said her and others have been working with him and he has done
better. She said his parents have also been involved more which she thinks has helped him a lot.
She also said they found out he really needs glasses and this could be why he doesnt pay
attention during instruction or while he is at the rug.
Our class also went on a field trip to see the Tarzan play. We had a substitute on the day
of the field trip as well, so I made sure to pay extra close attention to this student on this day. I
noticed that on the bus he wanted to keep standing up, but other than that he behaved really well.
He stayed with the class and during the play he wasnt being disruptive. After the play we went
to a park to eat lunch and let the students play on the playground. This student played with the
other students just fine and didnt misbehave while playing. After the field trip the students did
their math lesson for the day. This student complained when they had to do flash cards and said
he didnt want to do them.
When I become an elementary teacher I know I am going to have plenty of students in
my classroom who are like this. Being able to work with this student has made me learn and

realize I want to help and work with these children, and that it is possible to help them. It will be
extremely frustrating at times but being able to see their improvements will be worth it. It is not
fair to the student if the teacher does nothing to help them. Procedures are a huge thing that will
help these types of students. They need to know what is expected of them and that there are
consequences for their actions. My mentor teacher has great procedures in the classroom and
great classroom management. Without both of those, this particular student would probably have
been struggling even more. It is also extremely important to know each student on an individual
basis. By knowing each student, it will help me figure out their specific needs and the ways they
are able to learn. I will also need to find ways to differentiate my instruction for these particular
students. I can try to incorporate something that interests them into my lessons or make sure the
lesson isnt too easy or too hard for them. I think this creates problems for many students
because they either get bored, or they get lost and give up. I am excited for the opportunity to
work with these students and all types of students in my classroom. It will be a challenge but it
will be so rewarding when I see the progress they have made.

Starting the Day

1. Hang up your backpacks.
2. Move your lunch card.
3. Begin working on bell work until I give
you other directions.

Tardy
1. Walk in quietly.
2. Dont distract your classmates.
3. Get seated and begin working.

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Hall Behavior
1. Wait for instructions before
leaving your seat.
2. Quietly form a straight line.
3. Fold arms and begin walking
without talking.
4. Do not run.

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Homework
1. Take your homework home each night and
complete by due date.
2. Homework needs to be neat and in your
best work.
3. Turn in homework to the homework
basket first thing in the morning.

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Finishing Early
1. Put your work in the assignments bin.
2. Do not distract other students.
3. Start working on a file folder activity
or alternate activity I have given you
until told otherwise.

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Lining Up
1. Wait for instructions before
leaving your seat.
2. Walk quietly and form a straight
line.
3. Begin walking with your arms
folded.

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Getting Help
1. Look on the board for any
procedures given.
2. Ask a neighbor.
3. If your neighbor doesnt know, raise
your hand.

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Bathroom Policy
1. If you can, wait until recess or
lunch.
2. If it is an emergency, give me the
bathroom signal and you can quietly
get up to go.
3. Put the bathroom pass on your desk
so we know where you are.
4. Quietly come back into class
without disrupting others.

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If you are absent

1. Check the absent file for any work
you need to make up.
2. If you have any questions, ask me
before lunch or recess.
3. Complete and bring back to school
the next day.

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Dear Parents,
I am excited to have the opportunity to be your childs teacher this year. My name is
Megan Finlinson. I have lived in St George for 3 years now and absolutely love the
atmosphere here. I graduated from Dixie State University. I have had so many positive
influences that have helped me become a teacher. I love learning, and I will do
everything to help each of my students reach their potential. I will make your childs
time in my classroom a fun and enriching learning experience.
We have so many great things in store for this year. I look forward to getting to know
you and your child. It is important to me to know each of my students on an individual
basis so I can track their individual needs. I have an interactive classroom where
students help and support one another. My classroom is built on respecting each other.
On the first day of school I would like your child to bring something to class to share
about them so we can all get to know each other. If you could please help them prepare
this it would be greatly appreciated.
Your support is greatly valued in this classroom and also important in your childs
success. I believe team work is a great way to benefit your child. Feel free to contact me
anytime with any comments or concerns in the classroom. My cell is 801-656-5420. I
am here to make the most out of your childs learning experience. Once again I am very
excited for this new school year and all of the potential we have.
Sincerely,
Mrs. Finlinson

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Dear Students,
My name is Mrs. Finlinson and I will be your 3rd grade teacher this year. I am so excited
that you will be in my class this year! I cant wait to meet you and start our year
together. I know that you will really enjoy the 3rd grade.
I grew up in Salt Lake City, Utah and lived there until I graduated high school. After
high school I moved to St. George, and I love everything about it. I love meeting new
people. In my free time I enjoy working out, cooking, hiking and doing anything outside.
I have prepared many fun activities that I think you will really enjoy this year. Our class
will be very interactive where you will be working in groups so you can learn from your
classmates. This will also be a great way for you to make friends. The first day of class
you will be asked to tell the class about yourself. You can bring an item from home that
represents yourself if you would like.
I hope that you enjoyed your summer break and youre ready for a great year. I cant
wait to help you reach your full potential in the classroom while having fun in the
process.
Sincerely,
Mrs. Finlinson

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1st Grade Intellectual Development

Love asking questions

Learn through discovery
Start to understand time and days of the week
Focus on one problem at a time
May reverse printed letters
Might have problems understanding the consequences of their actions
Begin to develop understanding of the past when tied to present
Increased problem solving
Recognizes words by sight
Makes little effort to learn or remember verbal material
Write in less detail than they speak

1st Grade Physical Development

Good sense of balance

Test muscle strength and skills
Aware of fingers as tools
Get tired easily
Frequently ill
Sloppy and in a hurry
Learn to distinguish left from right
Oral activity
Noisy in the classroom
Developing ability to design and create shapes
Trouble sitting still

1st Grade Psychological/Emotional Development

Begin to think how they look to others and are more self conscious
Fascinated by rules
Helpful with small chores
Strong need for love and attention of parents and teachers
Determine what is good and bad based on parents and teachers opinions
Usually prefer playmates of the same sex
Strong desire to do things right and perform well
Sensitive to criticism and thrive on encouragement

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Can be competitive
Enjoy caring for and playing with younger children
May be a poor sport or dishonest
Often considers fantasy real

Bibliography

Developmental Characteristics of First Graders. (2007, December 7). Retrieved from

http://www.glendale.k12.wi.us/1_char.aspx
Developmental Study First Grade. (n.d.). Retrieved August 31, 2014 from
http://www.ltl.appstate.edu/436/student/grlevcase/firstgrddevstudy.html
First Grade Milestones: Is Your Child on Track. (2006). Retrieved from
http://www.education.com/reference/article/first-grade-milestones-your-child-track/

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