Aubrey Naylor

Theories of Classroom Management

4 December 2014
Classroom Management Plan
Philosophical Statement
I see classroom management as a way of creating a safe and opportunistic
learning environment. A classroom management plan should not be a way to control
students. An effective classroom management facilitates optimal learning among students
and the teacher. It should promote communication and collaboration, while learning and
growing throughout the school year. Through the classroom management plan, both
educator and students have a clear understanding of expectations. When clear
expectations are in place it is much easier to facilitate safe communication.
When building a classroom management plan, I think about my students as my
equals. I reflect on how I can give them a voice in the running of our classroom
community. I often think about Kagans approach to discipline. Building Classroom
Discipline states, when teachers do two things: (1) work on the same side with students
to establish mutual agreements (rules) concerning acceptable and unacceptable behavior
in the classroom, and (2) continue thereafter to work collaboratively with students by
using structures to help them make good decisions that lead to responsible behavior
(Charles, 207). Kagans approach to discipline reminds me of the importance of not
asserting dominance or power over my students, but building an environment of mutual
respect. Through a classroom management plan clarity can be reached, safety created,
and respect cultivated. All of these qualities will not only cultivate optimal academic
success, but they will facilitate the growth of crucial ethical social interactions and
virtues.
Room Environment
The room environment and desk set up should be warm and inviting. When
students walk into my room I want them to be excited to learn. It is important to have a
lot of free wall space where children can place their work/ideas. This will allow students
to feel ownership and responsibility for their learning space. The things that I choose to
display are meant to inspire questioning and excitement for learning. I choose to put
pictures of maps, art famous people, different cultural items etc. There is an array of
materials at the students disposal for their learning. Students know that they can go to
the manipulatives section of the classroom and grab any tool they may need in order to
visually represent a math problem they are struggling to solve. The variety of literature
provides students with the opportunity to learn about a wide range of ideas and cultures.
Students understand that the materials are meant to support and enhance their learning. It

is my hope that they will learn how to more fully utilize the resources at their disposal, so
I place their learning materials in clear sight, which promotes utilization.
I believe that the desk set up needs to be just as warm and inviting as what hangs
on the walls of the classroom. The desk set ups I choose to utilize promote collaboration,
discussion and reflection. I choose to set up desks in a manner allows me to reach out to
all levels of students. I group students among peers whom can support, learn and teach
one another. When desks are clustered into small groups or a semi circle is created with
the desks, students can enjoy eye contact and facial expressions as they share their ideas.
As students share their personal experiences and knowledge gained, they can create
knowledge, not simply absorb it from higher authorities (Bigelow, 439). This room
arrangement will empower students as they have the opportunity to inspire one another.
Classroom Guidelines
This is an area where it is particularly vital that students receive a voice in the
rules and consequences of their classroom. I feel that often the word rules awakens a
desire of rebellion in many students. As a result, I guide my students to calling them
things such as, Traits of Winners or Becoming Super Humans. Titles such as these cause
students to critically think about who they want to become and how their choices affect
others. When children see guidelines as freeing versus restrictive, it allows them to
become something incredible.
In order to see guidelines as freeing they have to have a voice in the guidelines
created. At the beginning of the year, various books on respect, kindness, compassion,
motivation, etc are read to the students. You Tube videos are viewed on this topic and
deep evaluation of these human characteristics takes place. From these activities students
have a launch pad for creating the classroom guidelines. Students are asked the questions,
Who can you become by the end of the year? and What small steps can we take to
becoming a stronger classroom community? In small groups students brainstorm not
only the answer to these questions but 5 simple guidelines to help achieve our end goals
as a class. These guidelines become the classroom honor code, a contract. Each group
presents their ideas and afterwards the ideas are combined in ordered to create 5 studentlead guidelines for a successful learning environment.
After creating and reflecting on the new classroom guidelines, the importance of
consequences is discussed. From the previous readings and discussions, students
determine the different consequences that characters and people faced due to their
choices. Some of the consequences are good and some are painful. I emphasize the idea
that feeling bad is a good thing because it means that we know we need to do something
different, make a change. At this point students break into small groups again and discuss
consequences for breaking the honor code. At which point the different consequences are
combined in order to create a small, yet powerful list of consequences.
When the guidelines have been created and consequences determined, students
create a large contract with the honor code and all of their signatures. By this point most
of the guidelines should focus on the idea of respect, compassion and motivation. Each
classes wording will be a little bit different and maybe they have completely different
long-term goals, but the importance is that students feel ownership over the guidelines

and recognize that rules are meant to free not restrict us. In this part of the classroom
management plan, I choose to relinquish my control and take on the role of facilitator. By
sixth grade students understand what is right and wrong. They have the capability to be
great little human beings. I want them to know that I believe in them and trust in their
ability to respect themselves, one another and me. So it is not as much about the wording
of the rules as much as it is about the intent and desired goal behind them.
Classroom Procedures
Consistency is key when it comes to procedures. Most human beings thrive when
they know what the happenings of their day. Children particularly struggle with change
and inconsistency. I have a very spontaneous personality, but I recognize that my desire
for spontaneity and change can cause anxiety and stress for students in the classroom. It
is because of this understanding that the schedule for the day and week will always be
visually written for the students. This is a strong foundation for the classroom procedures.
Students will know what their day and weeks will consist of.
Students will be given homework weekly. Since they are in 6th grade it is
important for them to build good study habits. Homework will only ever be review
concepts. If students or parents are struggling with the homework concepts, they will be
able to go to the class blog and watch short videos of me teaching review concepts in
English or Spanish. This will allow parents to know where their students are and be able
to aid with their homework. Students will be expected to turn their homework in every
Friday. Students will be able to correct their mistakes and resubmit their homework.
Every student has the opportunity to receive 100% on their homework. I have not quite
figured out my style of homework yet or how much homework will be given. I do not
want homework to be a burden, but I want to help my students create good study habits.
Much of the management plan will focus on a token economy system. Students
will get to apply for a job, and receive a weekly paycheck for doing their job each week.
Students will be required to pay rent each month for their desk. None of their paychecks
will cover the cost of their rent so students will receive extra money by doing their
homework, being on time in class, extra good behavior and participating in class
activities. Each student will be able to not only pay for their rent but also use their extra
money to shop at the classroom store. Students who have paid their rent at the end of the
month will be able to attend the classroom block party. They will manage their money
through an online program where they will be able to practice budgeting and money
management. Students will be given every opportunity possible to be successful because
I believe in positive reinforcement. Students will receive way more praise then criticism
within the walls of my classroom. The goal of the token economy is to reward positive
behavior.
My procedures will constantly change and morph the longer that I am in the
classroom. When creating procedures, I try to remember Marshalls model for discipline
and the importance of giving students choice (Charles, 168). Procedures should not be
placed simply to give me control. Each procedure created should create a safer

environment; more completely facilitate learning, and empower students. If it is not

achieving these goals then the procedure should not be implemented.
Student Centered Classroom
Most of the talking throughout the day should not be coming from my mouth. It
should be from the students. In my classroom students are provided with the opportunity
to teach different concepts. A community is built where collaboration and reflection are
vital. Marshalls model for discipline discusses the importance to asking questions
(Charles, 176). Asking deep and meaningful questions not only allows students to feel
heard, but also provides them with the opportunity to make connections and teach their
peers. Students have incredible things to say and I want them to say their thoughts! As
students are asked questions that ask them to critically think; they will become more
intrinsically motivated. Students will be more inquisitive when they see that their
questions can be answered through learning and that the knowledge gained can apply to
their own individual lives. Through finding answers to their questions they will be
empowered.
Conclusion
As I stated earlier, I believe that Classroom Management is the key to a safe and
opportunistic learning environment. I hope to create a plan that is not only conducive to
learning but focuses on intrinsically motivating and empowering students. I know that if I
create an environment of respect, safety and high expectations, along with an engaging
curriculum, behavior problems will be limited. Students will come to school wanting to
learn and feel safe taking risks with their peers. When risks are taken, learning happens!

References
Charles, C., & Barr, K. (1989). Building classroom discipline (3rd ed.). New York:
Longman.
Haysman, C. (n.d.). Sample Classroom Management Plan. Retrieved December 5, 2014,
from http://people.umass.edu/~afeldman/beingnewteacher/sampleplan.html
Wilson, M. (2013). Teasing, tattling, defiance and more: Positive approaches to 10
common classroom behaviors. Turner Falls, MA: Northeast Foundation for Children.