Running head: CLASSROOM MANAGEMENT PLAN

Jordyn Middleton
Classroom Management Plan
University of Utah

Preamble
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My philosophy revolves around the idea that it is my job as a teacher to give each student

I have a foundation to be successful for the rest of their lives. Through my example, I want my

students to respect themselves, expect the best from themselves, and ultimately love to learn and

know the importance of learning every day. I think that a classroom should not only be a place

where students learn things they will need to know in the future, but also a place where they feel

comfortable, safe, and important. I want a classroom where my students are free to speak their

mind, be creative, make their own decisions, be comfortable in their own skin, and also accept

others as they are.

It is important that my classroom is a community. I want my students to be positive

helpers to their peers, and help each other gain confidence in their learning. Students will be

expected to autonomously regulate their actions and be an example to their peers of good

classroom behavior. I would like all of my students to feel like a leader in the classroom and

therefore act accordingly. I want my students to be intrinsically motivated to better themselves,

and I plan to use extrinsic motivators as a supplement rather than a go to for reinforcement.

Preventative techniques

Classroom jobs- I think it is very important for every student in the classroom to have a job. By

having a job, students feel like they have a purpose within their classroom community.

Classroom jobs will begin on a Monday and go until Friday. Each Monday, students will receive

new jobs. During the second half of the year, I will have students interview for the job they want

and explain why they feel that they deserve that job based on their experience, attitude, and work

ethic. Students will then feel more intrinsically motivated to complete their jobs and work

towards the job they want.

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Classroom rules- I want my students to be in a classroom where they feel like they have a say in

what happens. For this reason, during the first week of school, the class will collaborate together

to create four classroom rules to follow. By allowing the students to help create these rules, they

will be more motivated to follow them. I will make sure these rules are clearly posted on the wall

for students to see and reference throughout the school year.

Community development- Building community will be a huge part of my classroom. Students

will walk in to the classroom and have the option to either give me a high five, handshake or a

hug. I want students to feel welcome in my classroom from the moment they walk in. We will

always do an activity every day that allows us to work together as a class while doing an activity,

game or project.

Morning circle- Every morning we will sit on the rug and have a discussion. I will have a

prompt in a hat, and pick a student to pick a prompt out of the hat. The prompt will say

something like, My favorite thing to do is_________ because __________. Or, I enjoy going

___________ because__________. My favorite color is __________. My most embarrassing

story is __________. Etc. I will allow three students to share their responses to this prompt, and

then we will go over the days schedule and objectives. By setting up the school day for the

students and telling them what to expect in the day, I hope to start the day off on a positive note

and then get right on task.

Student Meeting- Students will have fifteen minutes of silent reading time in the mornigns.

During this time, I will call one student back to talk to. During this talk I will ask them different

questions to get to know them, and ask what they would like done in the classroom, what they

like that we do, or a suggestion of something they would like changed. By doing this I will

receive feedback on what my students like, and hopefully make my student feel like they are a
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part of our classroom and know that I care about their opinions. I can also take this time to take

notes on students emotional health and happiness in our classroom.

Positive classroom environment- A big part of my teaching philosophy is positivity in life. I

want my students to create positive relationships with others, and especially positive

relationships with themselves. For this reason, I will make sure students are saying positive

things about their academics, their peers, and themselves. I will have different posters around the

room highlighting different phrases they can say, such as, This problem has tricked me, I dont

understand it yet or, Thanks for saying ______, I appreciate you apologizing. I think it is

important to give students those sentence stems, to help them form positive sentences.

Autonomy- When adults do things for children that they can do themselves, we take away

opportunities to develop strengths in perceptions of personal capability (Nelsen, 199, p. 134). I

want my students to feel responsible for their own learning and be in charge of themselves.

Classroom arrangements- When thinking about a classroom arrangement, I want to make sure

my students sit by many different people throughout the year, and have a chance to fix their

actions before they have to move seats. I also want to make sure students can see the board, and

are in an open space that allows me to walk by them often.

Table Arrangement: An idea for a table arrangement I like would be this:

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Procedures

Daily schedule- I will have a daily schedule posted on the wall every day for students to

reference. I will also go over our schedule during our morning meeting. This allows students to

know how long something will last, what to expect throughout the day, and to be prepared.

Homework turn in- Right when the students walk into the classroom they will turn in their

homework in the turn in bucket. This will be an expectation before students do anything else

when entering the classroom.

Attention signals-

Class Class/Yes Yes- I yell/whisper/sing class, class and then the students copy the

voice I used and say, yes, yes.

Mac n cheese/ Everybody freeze- When I yell Mac n Cheese the students say,

Everybody freeze! and then proceed to stop what theyre doing and look at me.

If you can hear me touch your nose- I will whisper If you can hear me touch your

nose if you can hear me pat your had. If you can hear me stomp your feet.. If you can

hear me dance in a circle. I will expect students to do as I say until I get everyones attention,

and then end the chant with, If you can hear me fold your arms and look at me.

Beginning of the day routine- Students will come into class, give me a high five, handshake or

hug, turn in their homework from the previous day, and then sit down on the rug for morning

meeting.

Hallway lineup- Students will use hallway hands. Students will line up quietly, fold their arms

and wait for the line leader to lead them to their destination.
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Tardy students- Tardy students will hand me their tardy slip, put their things away, and ask their

table partner what they are supposed to be doing at that time.

Sharpening pencils- There will be a cup of sharpened pencils next to the pencil sharpener. If a

student needs a fresh pencil, they will go to the back of the class and grab one from the cup.

Pencils will be sharpened and refilled at each table group at the end of each day, by the students

who hold that job position.

End of day routine- Students will write their homework in their planners, clean up their area,

pick up their papers from the mailbox, do their jobs and then sit on their tables once done.

Bathroom Policy- To go to the bathroom, students will raise their hand showing me one finger

and I will allow them to go by nodding my head. Students will sign out when they go to the

bathroom and mark the time they leave and come back in.

Drink Policy- Students will be required to get a drink after recess or during transitions. If they

need a drink of water during instruction time, they raise two fingers and are allowed thirty

seconds to go and get a drink of water.

Graded papers- Every Friday, students will get their returned work out of their mailbox and

take it home. I will always put their graded papers in their mailbox, and will expect it to be

emptied weekly.

Student not feeling well- Unless it is a special situation, if a student isnt feeling well I will let

them get a drink and sit down with their head down to relax and take a breather. If they still dont

feel well, I will allow them to go down to the nurses office with a student escorting them.
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Snack time- Since I think it is important for my students to not be hungry, I will set up a snack

time after the students first recess. I will have a large bowl of fruits, granola bars, fruit snacks, or

other healthy snacks depending on my students food allergies. They will grab a snack on their

way in from recess and finish it within 5 minutes.

Transitions- Students will be expected to transition quickly and efficiently. I will always count

down from a number that I assign the students to transition in. For example, if I expect the

transition to be done in ten seconds I will count down from ten and expect students to be back in

their seats and ready to go by the time I get to zero. By setting up the expectation for how long I

want the transition to take, students will know they must transition efficiently.

Supportive techniques

Proximity-Throughout my lessons, I will walk around the classroom making sure that students

are on task. When I notice a student is off task, I will go near their table and remind them to stay

on task.

Encouragement- Encouraging my students, and letting them know they can achieve the task at

hand will help keep them behaving well. In Tattling Teasing and Defiance (2013) it talks about

students acting out because they feel discouraged. Because of this I want to make sure students

feel confident completing the task at hand.

Positive reminders- I will continually praise students that I see being on task and doing what

they are supposed to do. By giving praise to students, they will stay motivated to stay on task and

also motivate others to stay on task.

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Encourage group greatness- I will encourage students to look at their group and make sure they

are all staying on task. This way students will motivate each other as well.

Intervention techniques

Loss of Class DOJO points- After two warnings, if a students behavior doesnt change, they

will lose a dojo point (points vary depending on the behavior).

One on one conferences- After giving three warnings and taking a DOJO point, I will pull a

student for a one on one conference. This will allow me to know where the students is coming

from, and share what I expect their behavior to be like.

Behavior management plan- If a student still doesnt fix their behavior, we will together create

a behavior management plan. This will outline what I expect from the student, and will require

them to sign it.

Student notes- I will take notes on students behaviors to see when the behavior is occurring,

where it is occurring, and who it is occurring with. By taking notes, I can pinpoint why the

behavior is happening, and hopefully fix the behavior quickly.

Student and parent communication- I want to make sure my students parents know how their

child is behaving in class, so we can create a goal and plan together as a group trying to help the

student. I want this communication to always be positive and focused on the behavior, not the

child. By communicating about the behavior, and stopping the behavior at home and school, the

student will be more likely to comply and change the behavior.

Communication with Families

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Classroom Website: On my classroom website, I will post what is happening that week in the

homework world, and have supplemental material for parents to teach them the basics of what

we are learning so they can help their child with homework. I will have a classroom calendar

letting parents know of important events in the classroom, school and community.

Text messaging: With the convenience of texting, it will be very beneficial for parents to be able

to text me if their student is running late, or something comes up. I will set boundaries with text

messaging, and only allow parents to text me in emergencies.

SEP Conferences: Meeting parents face to face with their child shows a lot about the students

life outside of the classroom. Knowing what a students home situation is like is very beneficial

in knowing your students behaviors, personalities and struggles within your classroom. I will

have a kids corner in my classroom during conferences so parents can bring their other children

and they can do activities and play while we have our conference. I will also set a goal together

with the parents and student for the next semester. It can be a behavior, social, or academic goal,

that I will then tape on their desk for them to reference throughout the year. I will also start out

the conference with three things I love about having their student in my classroom, before I talk

about anything negative. By doing this I hope to create a positive environment during

conferences.

Parent volunteering: At the beginning of the year I will push parents coming in to volunteer. I

want parents to sign up for time slots on a calendar at back to school night in order to get them in

the classroom from the very beginning of the year. I think it is very important for students to

know that their loved ones at home are also invested in their learning, and parents can show this

by being present in their childs classroom. Since parents are often busy or working, I will have

take-home projects, writing prompts, or other assignments to give out to parents to do to let their
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student bring back to school and share. Examples of these may be questions such as, What was

4th grade like for you? What was your favorite subject? What funny childhood story do you

remember? What was your favorite part of school?

Bibliography

Nelsen,J.(1999).PositiveTimeOut.NewYork,NewYork:Three
RiversPress.
Mccandless, P. (2016) In class Lecture.

Wilson Berry, M. (2013). Teasing, Tattling, Defiance, and More.

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Turners Falls, Massachusetts: Northeast Foundation for Children.