CLASSROOM MANAGEMENT PLAN Kaylie Robison

Classroom Management Plan

Kaylie Robison

University of Utah

Fall 2016

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

Preamble

My personal goal for my future classroom is to create a safe environment where students

feel comfortable enough to take risks which ultimately leads them to being successful learners.

Students need to learn. In fact, students want and need to learn as much as they require other

basic needs. I believe it is my job to fill that need for learning by creating engaging, real-world,

and relevant learning experiences each and every day. By doing so, I believe students will

become active participants in their own learning.

Every student can succeed in school, if teachers give students the opportunity to make

good decisions, take responsibility for their actions, and most importantly learn from their

successes and mistakes. Providing structure that allows students to see themselves as capable,

significant, and able to control their own lives will lead to a sense of belonging, cooperation and

inner discipline.

While the main goal for me as a teacher is to teach children the core curriculum through

explicit instruction, hands-on activities, and real-world experiences, I believe a well-structured

classroom management plan is essential to a successful classroom and learning experience.

Classroom management involves more than just discipline and rules. It also entails organization,

procedures, and routines with which students come to feel comfortable. Ultimately, classroom

management gives students parameters that help them feel a measure of control over their

environment. When students know the rules and consequences of breaking the rules, what

happens to them is within their control.

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

I. Preventive Techniques
Classroom Rules
On the first day of school, students will engage in creating a set of rules
to help ensure their investment. Students are more likely to buy into the
rules if they have a hand in creating them. I will begin with a list of rules
I consider the bare essentials.
o I will begin with rules such as:
- Treat others as you would like to be treated.
- Respect others and their property
- Laugh with anyone, but laugh at no one.
- Be responsible for your own learning.
- Come to class and hand in assignments on time.
- Do not disturb people who are working.
Through thoughtful discussion, we will work together to create a set of
rules expressed in their language.
As a class, I hope we will reach one umbrella rule of RESPECT. Under
our umbrella, we will have YOURSELF, OTHERS, MATERIALS,
PROPERTY.

I will follow the guidelines for introducing rules as found in Setting

Limits in the Classroom (2010):
o Keep your list of general rules brief.
o State your rules in positive or neutral language.
o State your rules in simple, clear terms.
o Post your rules in a visible area.
o Only state rules youre willing to enforce.

Team and Community Building

team building = a safe environment = the willingness to take risks = learning
Team building activities will be conducted every day for the first month
of school, and will continue throughout the year as part of our Friday
routine. I want my students to know and trust their peers in the
classroom.
There are several advantages to team building:
o Students get to know each other better.
o Students work together to boost individual and team performance.
o Team building increases production and creates a strong bond.
o Students are motivated, have fun, and can celebrate.
o Students become more innovative and creative.
o Students are able to communicate and work better together.
During the first week of school, I will introduce a concern box where
students can express any concerns they have within the classroom or

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

outside of the classroom. Every Friday, I will address concerns if

needed.
Every Monday will begin with a morning meeting. In this morning
meeting, students will discuss how they are feeling for the day, and share
what they did over the weekend.

Cooperative Learning
Cooperative learning is an instructional strategy in which small groups of
students work together on a common task. According to Johnson and Johnson
(1999), there are five basic elements that allow successful small-group learning:
Positive interdependence: Students feel responsible for their own and
the groups effort.
Face-to-face interaction: Students encourage and support one another;
the environment encourages discussion and eye contact.
Individual and group accountability: Each student is responsible for
doing their part; the group is accountable for meeting its goal.
Group behaviors: Group members gain direct instruction in the
interpersonal, social, and collaborative skills needed to work with others
occurs.
Group processing: Group members analyze their own and the groups
ability to work together.

It is important for students to get experience and practice working in a

cooperative environment. Thus, in my classroom, we will frequently work in pairs
and small groups. Groups and partners will be determined by seating
arrangement, learning level, student choice, and/or through consideration from a
behavioral management standpoint. In order to have a successful experience in
small groups, students will be assigned a job within the group. Possible job titles
include: facilitator, scribe, materials manager, and presenter. The job titles will
remain the same throughout the year, so students will know what is expected of
them in each setting. Students will know to be responsible for their own work and
behavior as well as their individual contribution to the group.

Engaging Curriculum
When students are engaged in our lessons, theres more time for learning
and less time for goofing off. According to Mackenzie and Stanzione (2010),
Research confirms what we all suspect: Increased levels of student engagement
are consistently linked to positive achievement outcomes and academic success.
Keeping students engaged is no easy task. Some students lack interest in
the subject matter. Some lack skills. Some lack confidence. Some are so frustrated
and discouraged that they have given up. Still others are turned off by the

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

mundane and boring delivery of daily instruction. There are different stages in the
engagement process: 1- strategies for hooking your students into the lesson, 2-
strategies for keeping them engaged throughout the lesson, and 3- strategies for
making their learning relevant beyond the lesson. Following is a list of some
things I plan to do in order to make my instruction engaging and relatable for my
students:
Ask questions
Student choice
KWL chart
Real-world connections
Hands-on activities
Cooperative learning
Integration of music, art, drama, sports.
Peer learning/teaching
Service learning
Interesting text
Engagement strategies (Mackenzie & Stanzione, 2010):
Hook students into the lesson:
o Picture walk
o Concept carousel
o Real-world connections
Keeping students engaged throughout the lesson:
o Teaching to mastery
o Think/Pair/Share
o Numbered heads together
o Quick write
o Whiteboards whole class response
o Thumbs up/thumbs down
o Response cards
Making learning relevant beyond the lesson:
o Team games
o Jeopardy!
o Who wants to be a millionaire?
Class Jobs
Each student will have an opportunity to have a class job on multiple occasions
throughout the school year. Classroom jobs will be rotated each week.
Teacher Assistant: Gets class quiet and ready when lining up, hands
out papers. Responsible for putting extra papers in Were you absent?
folder.
Greeter: Greets visitors at the door, and lets them know what we are
doing in the classroom.

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

Line Leader: The prime example of how to walk through the hallways
appropriately.
Pencil Monitors: Make sure they have pencils sharpened and ready to
go if peers come and need a new pencil.
Electrician: Turns the lights on and off when needed.
Environmentalist: Checks to make sure the room and the floor look
nice, and instruct peers to put their chairs up before they go home.
Substitute: Makes sure students who are absent get the papers they
need when they get back, and is there to help when there is a substitute
teacher.
Botanist: Waters plants

Teaching Procedures
According to Wong and Wong (2014), The basis of classroom
management lies in the procedures that form a management plan to produce
the successful achievement of learning goals Procedures are the foundation
upon which successful teaching takes place. Many professionals recommend
a three-step procedure for teaching classroom procedures.
Step 1: Explain, model, and demonstrate the procedure.
Step 2: Practice the procedure, rehearse it, and practice some more.
Step 3: Reinforce the procedure with consequences until it becomes
automatic or routine.

There are so many procedures to teach in a classroom, the students cannot

learn them all at once. I will prioritize the procedures I need to teach in order
of their necessity and importance.
Procedures to teach during the first few days and weeks:
(Mackenzie & Stanzione, 2010)

o Entering the classroom o Cleanup procedures

o Coming to attention o Using the bathroom
o Turning in papers o Recess procedures
o Starting the day o Sharpening pencils
o Homework procedures o Cafeteria procedures
o Asking questions o Asking for help
o What to do when you finish o Ending-the-day procedures
work early o Listening to directions
o Keeping desks orderly o Exiting the classroom
o Using an indoor voice o Responding to questions
o Leaving your seat o Exiting the school grounds

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CLASSROOM MANAGEMENT PLAN Kaylie Robison

o Silent signals o Grading procedures

o Being a good listener o Safety procedures
o Making up missed work o Emergency procedures

Procedures to teach during the first few weeks and month:

(Mackenzie & Stanzione, 2010)

o What to do when the phone

rings
o Fire drill procedures o Using the library
o What to do when visitors o Using computers
arrive o Fun Friday activities
o Emergency procedures o Bad-weather procedures
o What to do when there is a o What to do when the teacher
problem is busy
o Being a good listener o When the power goes out
o Organizing notebooks o Substitutes teacher
o Organizing desk items procedures
o Classroom rental center o Field trip procedures
o Checking out books o Reporting bullying
o Attending school assemblies o Reporting thefts
o Using the media center o Going to the library
o Lost-and-found procedures

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 Classroom Arrangement
Students will begin the school year in small tables with four desks in
each table. The seats will be arranged so each student will have a
reasonable view of the front of the classroom.
The arrangement may change throughout the school year if necessary.
Students at the tables will be changed every 4 weeks (at the latest).
The white board, Smart Board, Document reader, and/or any other
visual teaching mechanism will be at the front and center of the room.
Classroom rules and responsibilities will be placed in an appropriate
place where students can easily refer to them.
Student work will be displayed in the student section of the room
titled: Look Whos Reaching for The Stars!
Classroom reference charts for reading, writing, math, science, and
social studies will be placed throughout the room in the designated
area.

Maintaining a Positive Environment

I will strive to create a classroom that will be a positive and safe
environment for every student. According to Wilson (2013), We shouldnt
wait for children to make a mistake. Instead, we need to proactively build a
classroom environment that leads to positive behavior and explicitly teach
children positive ways to act. Wilson (2013) suggests essential proactive
steps to take. I will strive to implement these steps.
Make sure childrens basic needs are met
Build a safe, caring community
Address students social-emotional needs
Set students up for academic success
Establish clear expectations
Create class rules
Teach the rules and expectations
Use positive teacher language

II. Supportive Techniques

Appropriate expectations will be set for each student in my classroom. There
shouldnt be any questions from students about how to behave in my classroom. Students
will be taught to behave appropriately and respectfully. While 70% should be spent
focused on preventative strategies, there is 20% that needs to focus on supportive
techniques. Occasionally, students need reminders. In order to remind students, I will use
the following supportive strategies.
Proximity: (Forlini, Williams, & Brinkman, 2016)
o Move throughout the classroom while instructing.
 o Move throughout the classroom during independent practice.
o Maintain eye contact with students.
o Use physical proximity and visual scanning to anticipate off-task
behavior or unfocused attention.
o Re-position regularly and as necessary between groups, centers, lab
stations, etc.
o Use posture to communicate authority, awareness, receptivity.
o Whisper cues to students to reinforce behavior as you move
throughout the classroom.
o Whisper expectations to off-task students during proximity movement.
Proximity rarely works in isolation. Usually, proximity works best in
conjunction with other skills.
Positive reminders/Cueing: (Forlini, Williams, & Brinkman, 2016)
o Articulate expectations for task.
o Students understand expectations.
o Students respond, follow directions, make transition to next activity.
o Teacher offers cue to recognize an expectation met.
o Student voices and movements match expectations.
o Students transition well between tasks, centers, etc.
o Cueing clarifies the specifics of expectations by reminding students
what they need to do.
o Cueing is positive.
o Cueing is specific and directive.
Non-verbal/Body language
o I will use body language to quietly remind students of my
expectations.
Shake of the head
Finger to lips
Widening the eyes
Teacher look
If there is an obvious behavior reminder that is needed for the whole class,
instruction will be stopped, and we will have a class discussion addressing the
issue.

III. Intervention Techniques

While 70% is focused on preventive techniques, 20% is focused on supportive
techniques, there is 10% left to focus on intervention techniques. Sometimes, there are
consequences that need to be enforced. In my class, students will be using a clip-down
method.
1st time: Reminder
2nd time: Reminder & Clip Down
3rd time: Loss of Privilege
 4th time: Buddy Room
5th time: Phone Call Home

There may be times when students will have to clip down more than once
depending on the severity of the behavior. In addition, communication with my students
will be a necessary part to my intervention in the classroom.

IV. Classroom Procedures

Basic Management:
o Quiet Signal:
I will raise my hand in the air to signal to students that I want their
attention and their voices to be off. Each student will raise their
hand, and help remind their peers to do the same.
o Attention Getters (when students are loud):
Class, Class? Yes, Yes
Clap Pattern
Hit a drum
Freeze
Flash lights

Beginning the Day:

o Students will come in quietly each morning and read the whiteboard easel
as they walk in to find out what they should be doing.
Morning meeting
Turn in homework
Worksheet
Math
Daily Oral Language
o After students have enough time to complete their work, we will correct it
as a class to get warmed up for the day.
o Daily Schedule
The daily schedule will be posted daily with times and events, so
the students know what to expect for the day.

End of Day:
o Instructional time will be complete with 10 minutes remaining in the day.
This will give students time to get their homework and returned papers
organized to go home.
o The environmentalist (classroom job) will walk around the room and
check around their peers desks. If everything is clean, they will instruct
students to put their chairs on top of their desks.
 o If time still remains after homework and papers are handed out, and
students have put their chairs up, I will invite students back to the carpet to
read aloud until the bell rings to go home.

Homework:
o Students will have homework each night of the week.
o Homework will include reading (20 min), language arts, and math.
o Every Monday, students will get a packet of homework. They will be
instructed to complete a side of language arts, a side of math, and read for
20 min each night. Students will return their homework folder each day to
get their reading checked off It should include a signature from a
guardian that verifies the student read 20 min.
o Students will bring all their homework to school on Friday. It will be
graded and they will repeat the process the following Monday.

Transitions:
o In order to make transitions within the classroom quick and effective, I
will use a count technique.
On the count of 1 I want you to stand up quietly.
On the count of 2 I want you to walk to your seat quietly.
On the count of 3 I want you to sit down quietly, and get out a
pencil.
1, 2, 3 If students fail to do any of the steps quietly, I will have
them start over.
o Timers will be used to help students make effective transitions throughout
the school day.
o I will dismiss students by table to go to recess.

Specials:
o For each special the students attend, I will tell them what I expect of them.
o My students will know what I expect in art, P.E., music, computers,
library, and lunch.
o If I get a bad report from any of the teachers, I will have those students
write an apology note/letter to the teacher.
o If behavior continues, they will lose their privilege.

Classroom Arrangement:
o The school year will begin with students in tables with 4 desks at each
table.
o Tables will be changed every 4 weeks.
o Other arrangements will be considered if poor behavior is expressed.

Assessment and Progress Monitoring:

 o Students will be given a rubric whenever they are required to complete a
project. This will allow students to understand what is expected of them.
o I will use formative assessments daily to understand where students are
and what concepts need to be re-taught.
o I will strive to create an equitable learning environment where students get
the appropriate support they need to be successful.

Absent Students:
o Students will have one week to make up homework they had when they
were absent.
o Homework will be available on the classroom website.
o Homework will also be available as a hard copy in the folder labeled
Were You Absent?

Checklist:
o A class list of names will always be within reach.
o An easy way to keep track of students and things on the fly.
Fire drill
Management strategy
Unexpected project
Lining up

Bathroom:
o Students will be strongly encouraged to use the restroom and get a drink
before school, at recess, and at lunch. However, I understand there are
always times when young students have to go.
o I will have a bathroom pass for boys and one for girls.
o Only one person can be in the restroom at a time.
o The bathroom passes will always be by the door.
o Students will quietly walk to the door and hold up the pass. It shouldnt
take me long to notice.
o I will respond with hurry or not right now

Lining up:
o There will be 2 different ways for students to line up.
o One will be alphabetical, which will also be their class numbers. This will
be for emergencies or other situations where students need to be lined up
in a specific order.
o The second way students will line up will be random, and will frequently
change. For example, if table 1 worked quietly and looks ready to go, I
will have them line up first. This will give students incentive to quickly
and quietly follow directions.
Sharpening Pencils:
 o Each student will be given a brand new pencil 3 times throughout the year.
o If a pencil breaks, they will go to the pencil manager (classroom job) and
exchange their pencil for a new pencil.
o Pencil managers will take free time throughout day to make sure they
always have sharpened pencils ready to go in the pencil box.

Drinking Fountain:
o Only one person at a time will be allowed to use the drinking fountain.
o Students will be encouraged to bring a water bottle from home to keep at
their desks during school.
o Students are not allowed to get up and get a drink while someone is
instructing.
o If the privilege is abused, students will have to raise their hand to get a
drink, or take their water bottle home.

V. Communication with Parents/Guardians

A classroom website will be created, so parents can communicate and be informed of
what is going on in our classroom.
o Homework will be posted
o Student of the month
o Needed resources for the classroom
o Announcements/News
o Classroom rules consequences
A questionnaire will be sent home at back to school night, or the first day of school to
give me an idea of personal information, and the resources my students have available to
them.
Parents will be given multiple ways to effectively contact me if they have any questions,
comments, or concerns regarding our classroom.

References
Forlini, G., Williams, E., & Brinkman, A. (2016). Class Acts. New York: Lavender Hill Press.

Johnson, D.W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive,

and individualistic learning (5th Ed.). Boston: Allyn & Bacon.

Mackenzie, R.J., & Stanzione, L. (2010). Setting Limits In The Classroom: A Complete Guide to

Effective Classroom Management with a School-wide Discipline Plan (3rd Ed.). New

York: Three Rivers Press.

Wilson, M.B. (2013). Teasing, Tattling, Defiance and More Positive Approaches to 10

Common Classroom Behaviors. MA: Center for Responsive Schools, Inc.

Wong, H.K., & Wong, R.T., (2014). The Classroom Management Book. California: Wong

Publications.