Coach Yeager

Effective Classroom Management Plan

Essential Features
Grade/ Subject 8th Grade S.S.

Teacher Coach Yeager

School Deleon Middle School

CLASS RULES AND EXPECTATIONS

Guidelines for Success are prominently posted, taught and referred to when discussing classroom
behavior. Guidelines are overall guiding principles for student attitudes and behavior. If schoolwide expectations or Guidelines for Success are in place, they are used in the classroom, as well.
Students can identify guidelines when asked and can describe the meaning of the guidelines:

Coach Yeager

Be Safe
Be Respectful
Be Responsible
3-5 Classroom rules, positively stated and posted prominently and linked to your Guidelines for
Success. Rules are observable and refer to specific behaviors. Rules are observable behaviors
teacher expects all students to exhibit (or not exhibit) in the classroom:
BE SAFE
Rule: Keep hand, feet, and objects to self at all times
BE RESPECTFUL
Rule: Follow directions the firs time asked
Rule: Put ups only, no put downs
BE RESPONSIBLE
Rule: arrive on time with all your materials
Plan is in place to teach, and re-teach classroom rules throughout the school year, including after
breaks in the school calendar. Rules are quoted when students need to be redirected:
September
Day 1: Distribute CD covering classroom rules and expectations and procedures for students to
view with parents. Send written copy of rules and expectations home to be reviewed by family,
signed by caregiver, and returned by end of week (for student credit)
Week 1: Assess students on knowledge of classroom rules and expectations, interviews or quiz.
Throughout Year
Re-teach rules as necessary, monitor and provide feedback consistently. Use redirection as an
opportunity to re-teach rule.
Hierarchy of consequences for rule violations are identified and directly taught to students. Rule
violations and other misbehaviors are corrected calmly, consistently, briefly, and immediately.
Consequences will be given at the lowest level considered necessary to change the students
behavior:
BE SAFE
Rule: Keep hand, feet, and objects to self at all times
Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points, office
discipline referral.
BE RESPECTFUL
Rule: Follow directions the firs time asked
Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points
Rule: Put ups only, no put downs
Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points
BE RESPONSIBLE
Rule: arrive on time with all your materials
Possible consequences: time owed, restitution, use of lender materials, conference, loss of points.
Responses to Early Stage Misbehaviors (behaviors that are not necessarily rule violations are new or occur
infrequently):
2
Proximity
Gentle verbal reprimands
Discussion

Coach Yeager
ORGANIZATION
Attention signal is identified: Signal is audible, visual and portable
Attention signals (pick only one and use it consistently ideally attention signal is used school-wide
Sample 1
Audible: May I have your
attention please
Visual: I will use my right
arm with fingers fanned out
on hand, and move with an
arching motion counter
clockwise to raise my arm
over my head
Portable: I can use this
signal in any location where
I require my students
attention

Sample 2
Audible: Give me five
please for review this
means: your eyes are on
me, your hands are free,
you are quiet, still, and
listening
Visual: I will use my right
arm with fingers fanned out
on hand, and move with an
arching motion counter
clockwise to raise my arm
over my head
Portable: I can use this
signal in any location where
I require my students
attention

Sample 3
Audible: I will use a series
of claps to get my students
attention. I will clap the
series twice. Once to get
their attention, and the
second time with the
expectation that my
students will repeat/respond
to the claps series
Visual: I will physically
model the clap series the
first time. Students will then
repeat/respond to the clap
series with me the second
time
Portable: I can use this
signal in any location where
I require my students
attention

Desks/ room arranged so that all students are easily accessible by the teacher and necessary
materials and supplies are accessible to students in an orderly fashion:

Policy and procedure for tardies /absences:

Coach Yeager

Teacher Instruction
Tardies

Provide students with definition

of tardiness for my classroom
Students are to be inside the
classroom (not at the door)
when the bell rings

Tardies will be documented and

dealt with according to
established classroom and
school-wide based
consequences (i.e., time owed,
etc.)
Absences Provide students with definition
for absences for my classroom
(excused vs. unexcused)

Procedures for Students

Complete a tardy sheet (found on clipboard near

the door) with the following information:
Name, the time entering class, reason for
tardy
Attach excused tardy documentation to tardy
sheet
Upon completion, student goes directly to
students desk and joins lesson in progress

Upon return to school:

Locate Absence Clipboard (near door) and
place excused/unexcused slip on clipboard
Join lesson in progress
During independent work period
1. Locate and transfer daily work assignments
(found on monthly assignment calendar) to your
student planner. Write down due date for
assignment
2. Go to assignments box and get any
worksheets/directions needed to complete
missed assignments

Policy and procedure is in place for turning in assignments:

Policy: Students will be provided point values for assignments, with point deductions for late work
(where appropriate
Procedures for turn in box for assignments:
Students will be shown where the turn in box is located and receive instructions for turning
in assignments. These include the following:
All assignments are turned in by due date (unless absent)
All assignments must have: student name, date, subject, period (if appropriate)
located in upper right hand corner of assignment
Assignments without above information will be put in a no name file for two weeks
before being recycled.
Grading policies and procedures are established and communicated:
Policy: Students will be provided a syllabus at the beginning of the year outlining overall grading
policies (by subject where appropriate). Included in the syllabus will be percentage
breakdown for assignments such as:
1. Daily assignments:50%
2. Quizzes: 10%
3. Tests/Projects: 25%
4. Effort (group work, participation, etc.): 10%
5. Homework: 5%
Procedures:
4
All due dates for assignments will be posted on daily assignment schedule (as well
as monthly assignment calendar). Assignments turned in after due date will result in

CLASSROOM PROCEDURES
Expectations are presented in a written format and are communicated to students before each
activity.

Coach Yeager

For each common routine and transition, expectations are established that address teachers
expectation for:
Conversation- Under what circumstances, if at all, can students talk to each other during the
activity?
Help- How do students get their questions answered during the activity? How do they get the
teachers attention?
Activity- What is the activity? What is its intended objective/ end product?
Movement- Under what circumstance, if at all, can students move about during the activity? e.g.,
Can they sharpen a pencil?
Participation- What does appropriate student work behavior during demonstrate their full
participation?
Specific Routines and Transitions
The following are a list of common routines and transitions occurring in my classroom:
1. Start of day
2. End of day
3. Direct Instruction
4. Silent reading
5. Independent Work
6. Small Group work
7. Push ins/pull outs
8. Library time
9. Lunch
10. Instructional time (directed by teacher)
11. Turning in assignments
12. Bathroom
13. Water breaks
14. Gathering/Returning materials
15. Transitions:
Subject to subject
Direct instruction to independent work
Common Routine and Transition Expectations:
1. Classroom routine CHAMPs Sample:
Activity: INDEPENDENT SEATWORK WHILE TEACHER IS WITH SMALL GROUP
Conversation:
Can students engage in conversations with each other during this activity? Yes
If yes, about what? If a student has a question about the work assignment.
With whom? Other students at the table.
How many students can be involved in a single conversations? Two to four students.
How long can the conversation last? About5 a minute and then back to silent work.
Help:
How do students get questions answered? How do students get your attention? They should

Coach Yeager
ENCOURAGING ALL STUDENTS
Ratio of Interactions:
Teacher exhibits of at least four positive for every one negative interaction
Plans for class-wide motivation systems are in place:
Class-wide Motivation System
1. Class wide behavioral goals set for whole group, with intermittent celebrations for meeting
goals planned.
2. Use of 100 Squares as an intermittent reward system. On some occasions when entire
class is working well, , student will draw a token, identify the number written on the token and
thin fill in the square on the chart with that number. When class gets ten squares in a row,
entire class gets group reward identified.
3. Behavior lottery ticket for Friday drawing for targeted behavior of the week