Classroom Management Plan

This assignment will require developing a classroom management plan that will demonstrate
your ability to create a climate conducive to learning, and establish clear expectations for
student behavior.
Elements
Your class Management Plan will contain the following items:
a. rules
b. daily protocols
c. levels of consequences
d. motivation techniques
e. implementation plan
Procedures
1. Develop a classroom management plan that addresses the following elements and criteria:
a. Rules few in number (3-5 maximum); stated positively; addresses key aspects for
productive learning environment; respect for others permeates rules.
Take Responsibility for Your Actions
Rule: Be honest
Rule: Make the best choice you can make
Respect Yourself and Those Around You
Rule: Be positive
Rule: Treat others with kindness always
Make Safe Choices
Rule: Be considerate of your safety and the safety of others
b. Daily Protocols Inclusive of all routines necessary to conduct a productive classroom;
assists in reducing management time.
Activity: INDEPENDENT SEATWORK WHILE TEACHER IS WITH SMALL GROUP
Conversation:
Can students engage in conversations with each other during this activity? Yes, but
should be aware of their volume in respect of other students working
If yes, about what? About related work being done at that time. With whom? Other
students at the table, if those students dont know they may ask someone at another
buddying table so they can stay seated t=rather than roaming.
How many students can be involved in a single conversation? As much as in one table
group.
How long can the conversation last? Enough to get the information they need in order to
work efficiently and independently.
Help:
How do students get questions answered? How do students get your attention? Use
their resources (worksheet, other table members, reading the board) to try and figure out
the answer, but if the student is still struggling, then raise their hand quietly to get the
teacher attention.

If students have to wait for help, what should they do while they wait? They should finish
what they can do or wait for assistance.

Movement:
Can students get out of their seats during the activity? Yes, for certain activities
If yes, acceptable reasons include:
Get a tissue
Go to restroom
Get materials from desk, if they are away from desk
Hand in work
Do they need permission? No
Participation:
What behaviors show that students are participating fully and responsibly? Full attention
is on their work or full engagement is on the conversation pertaining to their work
What behaviors show that a student is not participating? Talking off topic, working on
other work without given work being finished, walking around, spacing out
c. Levels of Consequences short-term techniques to stop inappropriate behavior immediately;
3-4 levels of consequences required; must be sequential and more rigorous for repeated
misbehaviors; consequences must be developmentally appropriate.
Take Responsibility for Your Actions
Rule: Be honest
Rule: Make the best choice you can make
Possible Consequences:
Respect Yourself and Those Around You
Rule: Be positive
Rule: Treat others with kindness always
Possible Consequences:
Make Safe Choices
Rule: Be considerate of your safety and the safety of others
Possible Consequences:
Responses to Early Stage Misbehaviors (behaviors that are not necessarily rule
violations are new or occur infrequently):
Physical presence, non-verbal cues
Verbal warning
Discussion with the student individually
o Potential next steps may be made during this discussion based on the severity of
the disruption
Relocation, student will be given the option and will make the decision to move individually
Responses to Chronic Misbehaviors:
Awareness type (student isnt aware s/he is doing behavior or isnt aware it is a problem)
Check for understanding, reteach what student is struggling with
Small group/Individual student support

Discussion with the student to inform of the behavior

Record misbehavior for student data
Record positive behavior for student data
Reinforce students during times of positive actions and behaviors

d. Motivation Techniques used to facilitate appropriate student behavior while minimizing

inappropriate behavior; a minimum of 2-3 individual and 2-3 whole-class techniques are
required; incentives must reflect a combination of intrinsic and extrinsic rewards.
Class-wide Motivation System
1. Compliment points are given to students as they are complimented by other staff,
parents, or classes acknowledging their positive behaviors
2. Clip-up chart is displayed for the class with each students name, as students are seen
on task, showing best efforts, and taking responsibility they are able to clip-up
Viper Pride Tickets are given to class when they show good behavior in while with others
teachers or in specials
e. Implementation Plan delineates how the management plan will be conveyed and introduced
to students.
Common Routines, Activities and Transitions:

Students will be told classroom behavior expectations and instructional expectations in

correspondence with lessons throughout the day

Modeling will be done throughout lessons to enhance understanding

Visuals/agenda will be given as well as verbal cues to ensure expectations

Opportunity of guided practice and individual support for each lesson will be offered for
students to receive better understanding

Feedback will be providing to offer students the opportunity to build up in their learning
and learned skills

Student helpers will be picked daily (2 helpers per day) to assist in handing out materials
and getting the class materials prepared throughout the day

Classroom Management Plan Rubric

a. rules

Unsatisfactory
10
Rules exceed 5 in number, or
are so few in number that
they fail to reflect aspects
necessary to ensure a
classroom environment

Proficient
15
No more than 5 rules in
number are provided that
reflect aspects necessary
to ensure a classroom
environment conducive to

Exemplary
20
No more than 5 rules in
number are provided that
fully reflect aspects
necessary to ensure an
effective and productive

conducive to learning. Some

rules are not stated in
positive terms.

learning. All rules are

positively stated.

b. daily
protocols

A limited number of daily

protocols are established,
thereby minimizing the
potential to produce a fairly
well-managed classroom.

c. levels of
consequences

Less than 3 levels of

consequences are provided
to stop inappropriate
behavior immediately.
Consequences do not reflect
developmental levels of
students. Levels of
consequences are not
sequential; and thereby fail to
provide more rigorous
consequences for repeated
misbehaviors.

Daily protocols are

sufficient in both number
and quality to address
aspects necessary to
provide for a well-managed
classroom, thereby
reducing some
management time.
At least 3-4 levels of
consequences are
provided to stop
inappropriate behavior
immediately. Most
consequences reflect
developmental levels of
students. Levels of
consequences provide for
sequential and more
rigorous consequences for
repeated misbehaviors.

d. motivation
techniques

Less than 2 individual and/or

2 whole-class techniques are
provided. No incentives are
offered and/or fail to reflect a
combination of intrinsic and
extrinsic rewards.

e.
implementation
plan

Implementation plan lacks

clarity in how the classroom
management plan will be
conveyed and introduced to
students.

At least 2-3 individual and

2-3 whole-class techniques
are provided. Some
incentives are offered and
include a combination of
intrinsic and extrinsic
rewards.
Implementation plan
delineates how the
classroom management
plan will be conveyed and
introduced to students.

classroom environment
conducive to learning. All
rules are positively stated.
Respect for others
permeates these rules.
Daily protocols are
comprehensive in nature,
establishing efficient
classroom routines, thereby
reducing management time
while increasing learning
opportunities.
At least 3-4 levels of
consequences are provided
to stop inappropriate
behavior immediately. All
consequences reflect
student developmental
levels. Levels of
consequences are highly
effectively, logically
sequenced, and provide
more rigorous
consequences for repeated
misbehaviors.
At least 2-3 individual and
2-3 whole-class techniques
are provided. Several
incentives are offered and
include a variety of intrinsic
and extrinsic rewards.
Implementation plan fully
delineates how the
classroom management
plan will belogically and
sequentially conveyed and
introduced to students.