Classroom Management Plan

Norms

1. Every student can master mathematics objectives to the greatest level.

a. This norm is about helping students realize they have unlimited math potential in my
classroom. This norm is not a belief, it is proven that anyone can have a deep
understanding of mathematics (Boaler pp. 173).
b. This norm is crucial to my classroom for student success. If a student does not believe in
themselves they will not reach their full potential, and as a teacher it is my job to help
them believe in their mathematics ability.
c. My first implementation of this norm will be through encouraging a growth mindset, if
students have this mindset they will be willing to make mistakes and learn from them to
grow. My second implementation of this norm will be through student praise for trying
and learning through productive struggle.
2. There is beauty in the struggle, mistakes are a necessary part of the learning process.
a. This norm is about making sure students know that mistakes are not bad. I want to help
them understand that mistakes are not only good, but necessary to help their brains
grow. I do not want to emphasize memorization of procedures; I want to emphasize
deeper learning through mistakes.
b. This norm is crucial to students achieving deep learning of mathematical standards.
Mistakes are a natural part of life and success, so my classroom must have this norm to
foster student success.
c. My first implementation of this norm will be through constant positive praise of learning
through mistakes, I also plan to model this idea by making my own mistakes in the
classroom. My second implementation of this norm will be give students the
opportunity to make meaningful mistakes, giving them problems that are difficult, so
they must productively struggle for the solution.
3. Have patience, we are all people first.
a. This norm is about putting student’s health and safety over learning. Learning is
important but students feeling respected and safe is even more important. Having
patience with each other encourages respecting one another and this creates a positive
environment.
b. This norm is important for my classroom because I belief all students should feel like
they matter, and if they are treated like people instead of just a student ID number then
they will feel like they matter. Helping students connect with their identity within math
class will help them succeed.
c. My first implementation of this norm will be to get to know my students on a personal
level, not just about their previous academic success. My second implementation will be
to have patience with all students and encourage other to do the same.
4. Be a skeptic, investigate to make sense of mathematics.
a. This norm is about encouraging students to be mathematicians and reason with their
learning.
b. This norm is important because it will help students have a deeper more influential
understanding of the material.
 c. My first implementation will be to make all students a ‘skeptic’ at some time within
their groups. Having students act as skeptics will encourage the questions and
investigating needed for this norm. My second implementation will be to act as a septic
myself and ask the students questions to explain their reasoning. If they cannot, then
they will be asked to investigate more.
5. Communication is key to a healthy environment.
a. This norm is about teaching students the important of communication skills.
Communication skills are needed by everyone for all aspects of their lives. Many people
do not have good communication skills and it is important for students to practice this
as a young age.
b. This norm is important for ensure a safe and healthy environment for learning. If
students can communicate their feelings in a positive productive way they will have
better behavior and relationships. There is never a bad time to practice this, therefore I
think it has a place in my classroom.
c. My first implementation of this norm will be to make students restate their feelings if
they originally did so in a disrespectful or unproductive manner. My second
implementation will be to give a good amount of cooperative group work, so students
can practice their communication skills often.

Rewards

Whole class:

- Classroom agreed upon reward

o Talk Time
o Cellphone Time
o Music
o Extra Credit Work
o Candy
- No assign seating

Individual:

- Verbal Praise
- Written Feedback
- Assignment Stamps
- Email to Mom and Dad

Consequences

Consequences will heavily depend on severity of offense. Below is a general scheme for the levels of
discipline, if an offence needs to skip a level that is acceptable.

1. I will identify the student behavior and potential reason for the misdemeanor. Then, I will give a
verbal or non-verbal signal for the student to stop the behavior and enforce self-management. ¹
a. If the non-verbal cue does not work, I will use a verbal cue.
b. If neither cues work, I will remind the entire class of our norms/rules that must be
followed always.
 c. If the student corrects their behavior, I will give them praise for the good behavior. ¹
2. If the behavior persists, I will ask the student to see me after class.
a. After class I will ask the student the reason for the behavior and attempt to find a
solution to correct it. ¹
b. If they are uncooperative, I will let the student know I want to have a good relationship,
but I need to be respected as I respect them. ¹
3. If the behavior is continuous throughout the class period, the student will be given a final
warning or asked to come sit at the front of the class.
4. If the behavior is not corrected the student’s parents will be contacted and they will be asked to
go to the dean’s office.
a. This may depend on school policy.

Behavior consequences will reset every day.

If the behavior is endangering to another student’s safety, then the consequences will be directed to
step 4 immediately.
¹ - Classroom management: Cooperative Discipline
<https://managementclassroom.wikispaces.com/Cooperative+Discipline>

Procedures

1. Tests/Assessments

For this procedure, students will be expected have all materials in their backpack under their seat,
except for pencil and a calculator. All students will sit quietly until instructed on how to move the
desks into testing formation. Once the desks have been moved into testing formation, the teacher
will hand out the tests. Then, the teacher will read the test directions allowed, if there are any
questions the students may ask them at this time. Students are expected to stay quiet for the entire
testing period. If anyone has a question they may raise their hand and wait for the teacher to come
to their desk. When a student finishes their test, the student will walk to the front to turn it in, and
quietly return to their seat. Students may silently work on other class homework while they wait for
their classmates to finish.

In my class room, this will be a very quiet day. It is important to have silence throughout the test to
discourage cheating and allow all students to properly focus. I also want to create a calm
environment, so students behaving quietly is key.

2. Restroom Breaks

If a student needs to use the restroom during a presentation or lecture while the teacher is talking,
the student will raise two fingers to let me know they need to go. If they are permitted to go I will
momentarily stop instruction, say “Yes Ashley, take a pass”, and then immediately resume
instruction. If the student may not go to the restroom at that time I will say “No Ashley, 10 minutes”
and continue with instruction. If a student needs to use the restroom during group work and my
attention is on another group, the student may raise their hand and call my name. Then they may
ask to use the restroom, my response will be “Yes Ashley, take a pass”
For this procedure, it is important to keep the class discussion or lecture moving. I do not want to
lose students focus because others are asking to use the restroom. The raising of two figure is to not
distract other students.

3. Ending the Class Period

For this procedure, students will be expected remain in their seats until the bell is rung. Students
may start packing up their belongings three minutes before the bell is set to ring. Once the bell is
rung the students may leave the classroom in an orderly fashion, safely and orderly.

This procedure is important to keep a safe classroom. If students are congregating by the door at
the end of the period challenges may occur. As well, this encourages students to use the entire class
period for school work.

4. Working in Groups

For this procedure, students will be expected follow all the previously established classroom
norms/rules. As well, students will be expected to work within their desk groups, collaboratively.
Students will only work with their groups members, they are expected to stay in their assigned seat.
If a student has a question while working in their group they may raise their hand, if the teacher is
busy with another group then they may get out of their seat to speak with the teacher.

This procedure is important to enforce good communication with all students. I want students to
find ways to work with their designated group members, and not move to be with their friends.

5. Responding to Questions/Asking Questions

For this procedure, students will be expected to raise their hand (all five fingers) when they would
like to response or ask a question. Students will wait until the teacher or their classmate is done
speaking to raise their hand. If a student’s question is to use the restroom they will raise two fingers,
not five. Students will be called on in the order their hands were raised, unless the teacher feels
otherwise is appropriate.

This procedure is important to retain an orderly respectful classroom. If students raise their hand,
they will not speak over each other. As well, the teacher may finish all statements before students
raise their hands to ensure everyone is paying attention.