Classroom Management Plan

As educators, teachers play various roles in a typical classroom, but surely one of the
most important is that of classroom manager. Effective teaching and learning cannot take place in
a poorly managed classroom. Effective teachers appear to be effective with students of all
achievement levels regardless of the levels of heterogeneity in their classes. If the teacher is
ineffective, students under that teachers tutelage will achieve inadequate progress academically,
regardless of how similar or different they are regarding their academic achievement
(University of Northern Colorado, 2012).
Managing a classroom effectively means creating the conditions that facilitate learning
and, whether it is for a 5 year old to a 50 year old. Classroom management is compromised of
the necessary processes to create and maintain a positive environment that is conducive to
teaching and learning (Newman, 2013). Toddlers are unique individuals to work with,
developmentally appropriate practices are the best way to target the needs of toddlers as well as
provide classroom management. Due to the different tools that they have throughout the
classroom, there are many developmentally appropriate rules and expectations to set. For this age
group, it is important to set different stages of transitions. During these stages the children have
particular cues to follow that help them understand what is expected of them and how to follow
through with simple directives. For children of this age, rules are set through their learning and in
this case through centers. Each learning center is put in place for children to transition from one
place to another allowing an easy flow to teach and learn. With an emergent curriculum, children
are able to learn and participate in activities that interest them. For example, if a group of
children and the educator are participating in group time and one particular child is does not want
to, those centers are designated to keeps the childs interest and avoid a chaotic transition.

Student centered classrooms focuses on the needs of the students. Students participate in
and construct their learning in an encouraging environment. The movement from teacher-tostudent centered is a gradual progression of building trust and developing shared responsibilities
for the management of the classroom (Newman, 2013). With an emergent curriculum at a
toddler age level children have the ability to learn through exploration and educators teach
through observations and the needs of the children. The role of the children is to learn with the
world at their fingertips. This form of learning, allows children to explore different components
of learning through communication to mathematics, reading, science, and literacy. Teachers
have an important role during childrens play as they provide models of human qualities and
encourage their development during play situations (Eliason & Jenkins, 2012). How a child
interacts with another also tells an educator how that child would respond to a teacher or learning
environment.
There are many different developmentally appropriate strategies that educators select in
order to make childrens learning successful. As educators learn what works for the children and
what does not work, they begin to adjust their findings to the needs of that child.
Developmentally appropriate practice, often shortened to DAP, is an approach to teaching
grounded in the research on how young children (toddlers) develop and learn and in what is
known about effective early education. Its framework is designed to promote young childrens
optimal learning and development (NAEYC: National Association for the Education of Young
Children, 2009). In a classroom environment, it is important to have a structured plan in
preparing for a childs learning and development. As an educator, you should know or learns the
childs development and learning style. It is also important to target the childs individual
learning and find what is individually appropriate. Lastly, focusing on the childs environment

inside and outside the classroom is great! A child learns even outside of the classroom through
environmental and cultural influences.
When making room arrangements, in this case a childcare facility, there should be no
blind spots that cause supervision issues. There should not be any large areas which encourage
running. More time should be spent with child directed than teacher directed. Children should
make their own choices as much as possible. Children learn through play-enhance learning
centers with fun enhancements for the theme to let them explore. Children learn through
repetition for example, calendar activities and flashcards. Teachers are well trained to use
contextual clues including a great deal of object manipulation to make them understood. Objects,
pictures, gestures, movement, and acting out verb meaningsall of these help to ground the
language in the here and now and make learning easier for learners of all ages (Piper, 2012).
Each area in my classroom supports positive function. The math area is placed in the
front of the class with the shelf accessible for the students to reach their proper materials. This
area is set aside from the rest of the class because it allows children to concentrate more and
separates the particular group from distractions. The library and literacy areas should be placed
by the window. Group time should always be orchestrated in this area. It allows children to
visualize things that should be discussed during their group time such as the weather, time of day,
seasons, and months. All quiet areas should be placed together. The literacy and library area
should be placed together because it allows children to understand that area is a place for quiet,
calm and relaxing work area. Loud areas such as home-living and block areas should be place
together because that is where the children use their communication skills more. Block areas
should also be surrounded by 2-3 walls to keep blocks contained. Lastly, science and sensory

should also be placed by the window, it allows children to have an understanding of nature. It
allows children to see outside and discuss how plants grow and change.
The two standards that I will use within my classroom is facilitate and inspire student
learning and creativity and design and develop digital age learning and experience assessments
(International Society for Technological Education, 2015). I work with toddlers each day and I
rarely incorporate technology at the reach of my children. These two standards however fit into
my classroom in some way. Facilitating childrens learning and creativity follows with my
emergent learning curriculum. The children are always provided with opportunities to openly
express themselves through art, music, science, and dramatic play. Each center in my class
focuses on the creativity of my children. Developing digital age learning and experience
assessments fall in place when I do documentations or observations to determine the childs
developmental milestones or even to decide what to do next in a lesson plan.
In conclusion, effective teachers create a positive learning environment through actions
and deeds. The foundation of a positive climate is positive interaction between the teacher,
students and among students. A positive environment encourages students to be excited about
their school experience and about learning (University of Northern Colorado, 2012).