CLASSROOM MANAGEMENT PLAN

BIG IDEAS
Your Classroom or Schools Big Ideas

Explanation:
My classroom job system will
Build Community and Positive Relationships: I will create a sense of
give everyone the chance to do
community within my classroom. Every child in my class will feel
their share in maintaining our
welcome, important and responsible for contributing their unique
classroom environment and to
talents and attributes. I will encourage students to take ownership
learn how to take on
of their learning experiences by helping them take responsibility in
responsibilities that
the classroom through class jobs. I will also build community through
contributes to enhancing our
the use of signals, which will serve as an effective communication tool
shared space.
and as a special language for our class. I will also use morning
The big idea of positive
meetings to help unite my students and to create a space for our
relationships is based on
community to bond.
promoting the use of team
work in our community.
In my classroom community, emphasis will be placed on the ways in
which everyone treats one another. This principle involves all
members of the community including: teachers, students, parents,
visitors and administrators. I will use the big idea of positive
relationships to provide instruction around how to be kind, supportive
and collaborative.

 Respectful Rights: Respect Everyones right to learn and my job

to teach: One of the most important ideas in my classroom is
respect. I will set the tone of respect through direct instruction (i.e.
discussing what respect looks like to me and in the childrens eyes)
through modeling (i.e treating my students the way I expect them to
treat one another) and by embedding respect into routines and
procedures.

*The concept of respect will serve as

the big idea for why my students will
be asked to follow my procedures
and routines including: how to
appropriately walk from place to
place, sit on the carpet, communicate
ideas, handle conflict etc My
students will understand that
respect is a necessary factor in
everyone being able to do their job
and to feel comfortable.

Effort is Excellence: My students will know that their best effort

is what matters the most to me. I will encourage my students to take
risks, challenge themselves and to work hard by using positive praise
and encouragement. I will use a best effort checklist to present my
expectations for what I mean by best effort. This way, I can
remind students of what it means to put their best effort forward
instead of finding criticism in the work they produce.
.

My best effort expectations will

serve as guidelines for everyone to
try their best. This will create an
environment in which the children
feel acknowledged for putting energy
into their work. Expecting students
to put in their best effort will also
allow me to appreciate students for
their individual achievements and
accomplishments since each
possesses a different set of
strengths and weaknesses.

 Shared Safe Space: Our community will also be founded on the

principle of being a safe space for everyone to learn in. Not only will
I set up the classroom to be a functional space that promotes safety,
but I will also establish rules and routines that account for students
physical, emotional and personal wellbeing. Students will learn how to
effectively share our learning environment in a way that makes
everyone feel comfortable.

My rules and procedures surrounding

the big idea of creating a safe space
will be directed at providing
guidelines on how to maintain
personal boundaries (physical space),
behave in appropriate ways that
makes others feel safe ( not yelling,
keeping our bodies to ourselves), use
self control and to follow procedures
that are intended to keep the
classroom safe.

Routines and Procedures

Your Classroom Procedures:
SIGNALS: I will use a variety of signals to serve as communication
tools in my classroom.
Quiet Signal: I will use a wind chime or some sort of soft instrumental
sound as a signal for when the noise volume in the classroom is getting too
loud or for when I need the children to be quite so I can give instructions.

Hand-Raising for discussions: We will have a set of class signals that

include how to raise a hand in order to ask a question, a signal for how to
contribute thoughts to the discussion and a signal for how to say me too
or I agree.

Explanation:
Using signals for communication
will make my classroom run more
efficiently because students will
be able to take responsibility for
their bodies and personal needs
without raising their hand and
announcing it to the entire class.
Signals also allow the students to
communicate their thoughts
productively; to share an idea, ask
a question or simply share
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Bathroom policy (Signal): I will also have a class signal students will
learn how to use in order to ask for a restroom break and another to get
water. Students will be reminded that there are appropriate times to use
the bathroom and will be encouraged to go during these times.

Starting the class: As students enter the classroom, I will have some sort
of question for them to respond to on an easel. The students will check
themselves in for the day (simplifying the task of taking attendance) by
responding to the question with words, pictures or symbols depending on
what the question entails. I will have some sort of simple morning work for
them to complete while waiting for the rest of their classmates to arrive.
The morning work will serve the purpose of easing the students into the day
and giving them a task they can complete independently. Once everyone
arrives, I will start the day with a morning meeting in which the children
will engage in some sort of community building activity, review and discuss
responses on the question of the day, review important announcements and
get ready to learn.
Distributing and Collecting Papers/materials: I will use a classroom job
system to help with the distribution/collection and clean up of paper and
materials. My classroom will be set up in such a way that the children can
easily access their school supplies. They will understand the procedures for
how to appropriate do their jobs effectively and efficiently.
First Day of School: On the first day of school, I will greet the children
at the door when they first walk in by introducing myself and welcoming
them in. I will give them instructions upon first entering that will entail
finding their hook with their name on it to hang their stuff on and to find
their name at one of the tables. ( I will have placed name tags on the tables

agreement.
Using sound to signal quiet time
will prevent me from having to
speak over students and raise my
voice. It also gives the students a
few second to transition into
quietness.
Starting the class: Building a sense
of community starts as soon as the
students enter the classroom. How
we start the morning will set the
tone for the rest of the day and
since collaboration and positive
relationships are a priority in my
classroom, I plan to give my students
the chance to get settled into a
productive learning mindset and also
come together and engage in an
activity that helps build community. I
like the idea of using morning
questions as a starting off point of
discussion. I can vary the questions
to match the needs of the community
i.e. solving a problem, learning about
one another, making a big decision
etc
First Day of School: From the first
day of school forward, I want my
students to feel a sense of belonging
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and labels on the hooks prior to the first day of school.) I will also tell
them to draw a picture of themselves once they find their name. (The
template for drawing a self-portrait will already be on the tables along with
pencils and crayons.)
Dismissal: My plan for dismissing my students is to begin winding the day
down with extra time to spare for the kids to complete their classroom
jobs. I will use the class signal for quiet to get their attention and then ask
everyone to stop what they are doing, clean up their space and do their job.

in the classroom. Every student will

have a set place for his or her
belongings and body. I also want my
students to feel welcomed by the
teacher. I plan to greet my students
at the door every day, just as I will
on the first day.

Your plan for teaching these procedures:

Dismissal: The end of the day can be

a chaotic time. In order to ensure my
classroom is left clean and organized
and also to help reunite the students
after a long day of learning, I plan to
use the last few minutes of class for
students to fulfill their classroom
duties. This will not only reduce the
amount of time I spend cleaning up
after my students, but also brings
the day full circle by concluding with
a community building activity.
Explanation

Starting on the first day of school, I will begin talking about the classroom
procedures and will introduce the signals. Rather than introducing the
procedures all at once, I will instrumentally address the procedures over
the course of the first few weeks of school, in a sequential manner based
on immediate need. The procedures such as how to use the bathroom signal
will come first. When introducing a procedure, I will engage the class in a
discussion in order to find out what they predict are the norms for these
routines. I will then provide explicit, direct instruction for what my
expectations are for the procedure, followed by modeling and afterward

Easing students into the procedures

and spending time teaching each
procedure independently will deepen
students understanding for how to
appropriately follow the procedures
and for why the procures make our
classroom run efficiently.
Introducing the procedures all at
once could lead to confusion and
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providing opportunities for the children to practice. We will also make

posters for our classroom that will serve as reminders for each procedure.
I will continually review the rules/procedures/signals with my students
throughout the year and remind students of appropriate times to use the
signals when they forget by pointing to the student made charts around the
room.

would be more time consuming. Id

rather spend more time frontloading
the procedures than having to
redirect students for not following
procedures they only partially
remember and understand. I also
think that my students need to feel
ownership over the procedures and
therefore spending time to find out
what they already know about social
norms and creating visual aids for
the classroom, to serve as reminders,
will make the procedures more
meaningful and student centered.

Behavior Management
Your Classroom Rules/policies:

Consequences:
Consequences for not
My classroom rules will be categorized and
following the rules will be
introduced under broader and more general umbrella
systematic and shall
rules.
provide students will
opportunity to correct
1) Be Respectful: In my classroom, respect means:
their behavior before
using signals to communicate ideas instead of calling out, receiving severe
not interrupting others (no talking while the teacher is
punishment. I will have a
talking), treating our personal and shared materials
traffic light card system
appropriately
in which students will
have a set of cards
2) Be a Good Friend: A good friend uses kind words,
beside their name.
shares, puts people up and not down, is helpful and
Green= great day yellow=
supportive.
parking lot- pause and

Explanation:
I want to use big umbrella
rules that the more detailed
rules can fit into. I think
categorizing the rules this
way allows the students to
understand why certain
behaviors are not acceptable.
I also think the umbrella
rules reinforce community
building and contribution.
Students will see the rules as
a guideline to being an
effective and positive
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3) Make Good Choices: Good choices make sure our

classroom is a safe space to learn. Good choices include
following directions, using your words to solve problems,
keeping your body to yourself and following the rules
and classroom procedures.

Your plan for communicating these rules/policies and

consequences:
First, I will discuss my broad rules with the class and
lead a discussion/brainstorm session in which students
generate ideas about what specific rules would fall into
each of the categories. I will then integrate the
specific rules I have for each category and we will talk
about how their examples fit into my list. We will create
posters about each of the larger umbrella rules and I
will review the rules regularly. I will also show the
students our behavior management traffic light system.
I will talk about what each color card means. I will tell
them that they will be rewarded for days they stay on
green and will have time to think about and redeem
their behavior if they slip to yellow or red. I will also
tell them that I believe every day is a blank slate and
that no matter what, they will start each day on green.
I will explain that after being given a reminder about
their behavior, they will be asked to take a parking lot
break. I will show them where the parking lot is located
in the classroom and model how to appropriately take a

think about behavior and

red= stop! Behavior is not
appropriate.
My hierarchy of
consequences is:
1) Students will get a
reminder from the
teacher i.e. are you
making being a good
friend, are you making a
good choice? Is that
being respectful?
2) Parking lot: If the
reminder does not
correct the students
behavior, they will be
asked to pull their card
to yellow and will be
asked to sit in the
parking lot to think
about their behavior. The
parking lot will be a quite
space in the room that
children will take a timeout in.
3) Meet with the
teacher: If the behavior
continues, the student
will be asked to pull their
card to red. This means
they will have to meet

community member. The

umbrella rules provide a
platform for the more
specific dos and donts.
Instead of being knit picky
and giving students a laundry
list of what they can and
cannot do, I want to be able
to redirect their behavior by
referring to the general
category of the behavior.
Setting up the rules in this
way will allow me to say
things such as are you being
respectful instead of saying
dont interrupt!
I also want to have my
consequences set up in a
traffic light manner so that
students have the chance to
pause and think about their
behavior. I want to keep
certain consequences openended so having students
meet with the teacher will
allow me to assign a
consequence that best
matches with the
misbehavior punishment to
fit the crime. I do not
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time out. When introducing the red card, I will tell the
students that red means meeting with the teacher. I
will make sure to be clear that meeting with me is not
the punishment, but rather I want to check-in with
them and discuss the behavior in order to find an
appropriate solution.

with the teacher and

together they will decide
on an appropriate
consequence based on
the behavior.
Consequences would
range from writing an
apology letter, making a
phone call home, losing
free choice time and
doing something to
better the classroom
community.

believe in keeping children in

from recess so I will find
alternatives by providing
consequences that will help
students repay the
community for however the
misbehavior effected the
rest of group.

2.
3.Environment
4.
Establishment of physical boundaries, planned traffic areas and open
space within room:
- I will have a meeting place for the entire class to be able to sit together
on a rug. I will also have a classroom library and communal tables
established for shared space. The area by the door will be clear in order to
make transitions smooth and there will be space between tables/desks in
order to provide room for personal space and movement.
Visual Cues:
I will use symbols, words and picture clues to post
rules/routines/signals/procedures around the classroom. Designated areas
of the classroom will be clearly marked with symbols (i.e. tables will be
given special names represented by a symbol to mark it), and students
names will be labeled on their personal space (table, hook, spot on rug).

Explanation:
I would like to have an open
classroom where all my students feel
they have a special place to work
individually as well as within a group.
I also want to have dedicated shared
spaces to encourage community
building.
I will also use visual cues as
reminders for my classroom. I will
refer to the visuals when redirecting
behavior, reducing the amount of
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Teaching of procedures:
We will walk around campus and practice our classroom procedures. I will
show students how to appropriately move around campus and behave when
they are outside of the classroom. I will also use positive reinforcement to
teach procedures by praising students publically when they are successful
in completing a procedure.
Material organizations system:
My classroom materials will be organized in order to enable my students to
independently access them. They will be within students reach and simply
organized so students will be able to remember where things belong. The
students will have their own space to put their personal belongings ( hook
for backpack) and there will be designated places to put lunches, homework
and completed work.
Instruction and use of aide:
I will utilize any additional assistance in the classroom for small group
instruction. I would also use times where I have additional support to
prepare activities that allow the students to get out and about! If there is
more than one adult in the room, we can manage kids going inside and
outside and really make the most of our campus/natural surroundings.

time I have to verbally remind

students about behavior. I can also
refer to the symbols around the
room when giving instructions, which
will help clarify where students
should be.
I want my students to learn about
our procedures through experience.
Utilizing campus will give the
students a chance to practice the
procedures and learn how to apply
procedures in and out of the
classroom. I also will use positive
reinforcement and praise to point
out when procedures are done
successfully. When students
experience completing of a
procedure correctly, they will be
recognized for it.
I want my classroom materials to be
organized in a kid-friendly and
accessible way. My students will
learn how to be more responsible and
independent if they can get materials
they need on their own. Putting
things back where they belong is an
important lesson for children to
learn and I want to give them
opportunities to learn basic
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organizational strategies. In order to

establish a sense of community,
supplies need to be seen as
communal.
Using additional adult support for
small group instruction,
experimentations, and outdoor
activities will promote positive
behaviors by engaging children in
meaningful learning experiences in
which they are give more support.

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