Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Stacy Spivey
UED 406, Fall 2018
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Classroom Management Plan

A. THEORETICAL INTRODUCTION
Philosophy of Classroom Management
The purpose of classroom management is to create a productive learning environment that

fosters a positive relationship between the teacher and students and equips them to be impactful

members of society. By establishing demanding yet achievable expectations, I will help students

realize the potential I see in them to achieve academically and grow individually. With these, my

goal will be to ensure that they perform at grade level while challenging them to improve at the

level and rate appropriate to them. Likewise, I will emphasize how my expectations reflect their

worth. In other words, I will intentionally design the expectations in such a way that encourages

them to excel and instills self-confidence, affirming their potential to be successful learners. When

reinforcing these expectations, I will be careful that my approach inspires and supports their

achievement. I will not use tactics that embarrasses or make my students feel ashamed or

inadequate for not meeting the expectations. This will build a foundation of trust that motivates

students to learn.

My teaching style is relational, and it predominately mirrors that of a mentor or facilitator.

Personally, I strive to empower students to take accountability for their behavior and learning. By

giving them tools and strategies to help them understand the content and how to act, students will

be able to apply these in future educational settings and their personal lives. Using inquiry-based

instruction and assigning tasks that activate critical thinking, I will allow them to master pertinent

skills while guiding them to retain and comprehend information. I will use direct instruction when

introducing new material, but I will prioritize their ability to question, explore, and remember the

concepts. I will take a ‘back-seat’ approach, intervening and offering support when needed, but

prompting the students to engage with the concept individually to the best of their ability. This may
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take place through independent practice as individuals or in small groups. I will only have the

opportunity to teach my students for a year, so I want to equip them with learning tools that will

serve them throughout their lives.

Assumptions the Nature of Young People and Learning

Each of my students will be different as learners and as people. As a teacher, I want to be

aware of these differences, especially when designing my instruction. For instance, some students

will have strong academic performances in certain content areas while others’ achievement will be

weaker. Likewise, some students will have disabilities that require specific interventions and

accommodations while others will have average cognitive, social, or physical functions.

Furthermore, some students will be exposed to certain risk factors that may hinder their academic

performance. Also, students will have varying socioeconomic statuses and cultural backgrounds

that will impact their perspectives or participation. Individually, students will have varying interests

and personalities, some of which will make them not enjoy school. Finally, students will have

different learning styles that dictate the best methods and strategies that allow them to succeed.

This makes it imperative that I differentiate my lessons so that they serve all of my learners,

allowing them to each reach their potential as learners. I believe that all students are able to learn,

and I will strive for my actions and attitudes toward my students to reflect that. Students, especially

those that are young, are highly impressionable. If they do not receive instruction that

acknowledges their individual needs or characteristics, they will be less likely to attempt to learn as

their education progresses.

Theorist Comparison
Over the course of education, many theorists have shared their opinions, research, and

notions about children’s behavior and academic performance. For example, Rudolf Dreikur

believed that self-control was a critical skill for students to master and that a democratic
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classroom was the most beneficial model. Specifically, he argued that educators must allow

students to help formulate rules to regulate their behavior. Otherwise, they would not be as

effective (Parent, 2018). Likewise, theorists like Jacob Kounin believed that lessons required

smoothness for students to remain engaged. He also referred to this as keeping a suitable

momentum (Parent, 2018). Furthermore, Harry Wong argued that it was imperative to establish

discipline in a classroom immediately.

B. EXPECTATIONS/POLICIES/RULES/BOUNDARIES
Classroom Rules/Policies
1. Listen closely.
 Do not talk to neighbors while the teacher is talking. We do not want to be
distracted or distract others.
 Stop other tasks and look at me when I am talking.
 This helps you know what to do and how to do it.
2. Follow directions.
 Make sure that you read or listen to the complete set of rules.
 Make sure that you follow the rules completely.
 If I forget the rules, is there an anchor chart or worksheet that I can reference
before I ask?
3. Keep swimming!
 Don’t give up!
 If you are confused, what will help? Consider your resources.
4. Walk quietly.
 This helps us keep each other safe.
 When we are quiet, we can hear the teachers instructions, especially in an
emergency.
5. Be kind and help others.
 How does it make you feel when others are kind to you? What about when they
help you?
 Words and actions are powerful. When they are kind and helpful, they are even
more powerful.
6. Explore and have fun!
 Think deeply. What does it mean? Why is it important?
 Don’t be afraid to ask questions.
 Learning is fun! Being responsible and following directions helps us have fun.
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Expectations of Students

At the beginning of the year, I will tell my students that I expect each of them to try their

best academically and behaviorally. I will share that I understand certain tasks or days can be

difficult depending on the circumstances, and invite them to tell me when these situations arrive.

However, I will always expect them to do their best, persevering through challenging situations

and demonstrating what they are capable of. Expectations of what is constituted as ‘doing their

best’ will be clearly outlined and regularly enforced, most likely with the assistance of an anchor

chart.

In a designated fashion, I will allow students to privately ask questions about rules or

expectations, especially ones that they are uncertain about. Instead of viewing this as a challenge

of or disrespect for authority, I view this as an opportunity to clarify my rules and expectations.

As a result, students will be more likely to abide by the rules or expections. Also, I will feel more

confident in holding the student accountable as needed since I know that they are aware of the

rule or expectation. This conversational approach will also serve as a platform to be able to meet

with students privately, address any behavioral or academic issues, and develop solutions.

Expectations of Classroom Climate

Overall, I expect the classroom climate to be positive, healthy, and productive.

Specifically, I will emphasize my expectations for how students should treat each other. For

instance, I will share that bullying, gossiping, and other malicious actions toward others will not

be tolerated. Furthermore, I will share that I expect students to treat each other as they would

want to be treated (Matthew 7:12). While this is a Biblical concept, I would be unable to

reference the Bible, so I would use their experiences as evidence to support this expectation.

Generally, I would share my expectations of students to be responsible, respectful, and safe. Not
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only does this create a climate that is profitable for learning, but it also makes an environment

that fosters relationship and stimulates personal growth.

C. INSTRUCTIONAL AND ASSESSMENT STRATEGIES THAT PROMOTE YOUR

MANAGEMENT GOALS

Currently, I prefer to structure my lesson plans according to the Madeline Hunter model.

While this is the format that my courses required, I have observed how efficient it is. It provides

a structure that helps students understand the content as well as a reliable framework that ensures

the teacher prepares a well-rounded lesson. For example, beginning each lesson with an

anticipatory set engages students and stimulates their brains, preparing them to learn. Also, the

model provides a section to list and explain differentiations, including accommodations and

strategies targeted at learning styles. For my assessments and curriculums, I will carefully craft

them so that they adhere to the state-issued objectives and standards of learning. This will allow

me to identify the content and skills that students need to learn, helping me prepare lessons that

teach them and assessments that measure students’ understanding of them.

When students behave well, I will commend their positive behavior with praise and

encouraging remarks. Specifically, I will focus on highlighting areas that I have seen

improvement in, recognizing the effort the student has been exerting to improve their behavior or

academics.

One procedure I will utilize to manage negative behavior is selecting a mystery group

each day. In this procedure, the teacher will randomly choose a group of students to observe

during the day (this can be done using popsicle sticks, selecting groups according to seating,

etc.). The teacher will keep this group a mystery. At the end of the day, the teacher will reward

the group and/or class if they behaved well. If not, the teacher will not give a reward and keep
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the group’s identity hidden. This is a great way to incentivize the students to follow instructions,

work hard, and behave well throughout the day. Since they do not know if they are being

observed or not, this will motivate all the students to be on their best behavior. It will also

promote a sense of teamwork and accountability amongst classmates. As they strive to receive

the reward together, they will encourage each other to behave well. This will help the teacher

manage the classroom efficiently as students will self-correct their actions or their peers will help

correct their behavior. Finally, this is a great method to discipline students without calling any

out or making them feel embarrassed.

Using peer-intervention approaches like the mystery group, this will help students

develop a sense of responsibility for their actions and help them independently develop positive

behaviors. It will also strengthening their communication skills with their peers. In addition to

the mystery group, I will also use request cards, a NOISE chart, and behavior box to efficiently

manage their behaviors. Again, these approaches require initial actions from the students,

helping solidify the idea that they have the ability to have positive behavior.

D. MOTIVATION

Students long to be loved, specifically through being affirmed and given attention. This

truth also applies to the classroom. In order for students to be predisposed to learning, they must

feel a certain capacity of love from their teacher and those around them. Not only does this make

them excited to learn, but it also makes them feel safe within the learning environment. With this,

they will respond more positively to feedback on their behavior and work since they know that I

ultimately care about them. Also, my students will be more likely to open up to me about issues

they are having in or outside of the classroom that are hindering their performance or well-being.

While this motivation may initially be short-term since it will take place in my class, I hope that it
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will motivate them long-term by giving them a deep-rooted desire to learn and positive perspective

of school.

Also, students are incentivized to learn when they realize how it benefits them. For this

reason, I will do my best to make what I teach them relevant skills, helping them draw connections

about how it relates to them. Using my facilitator approach, I will create activities that mimic

situations where they would use the skill in their lives, particularly in the independent practice

portion of my lessons. This will serve as long-term motivation as students recognize that what they

are learning is applicable and beneficial in their present and future.

E. VISION

In general, I want all portions of the day to promote positive behaviors and learning. For

arrival and departure, it will be made personal by being framed around saying ‘good morning’

and ‘goodbye.’ I will emphasize that during arrival they can be quiet while departure will be

silent unless instructed otherwise. Departure is silent so that the teacher can make final

announcements or to ensure that students can hear any announcements made over the school’s

intercom. Also, students will be able to greet each other, building the classroom’s community.

This order will be maintained throughout the day using request cards and the procedures for

transitions. Periodically, I will review the rules, having students repeat or recite them.

When I envision my future classroom, I see smiling faces entering and leaving. I know

that each day will have challenges, but my goal is to create a culture, climate, and community of

learners that builds their character and advances their academics. This will be supported by the

relationships I build with my students and facilitate between them, all of which will be reinforced

by my expectations. If students are unable to leave smiling, I will do my best to affirm their
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worth and encourage them before they leave so that they will start the next day positively if not

with a smile.
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References

Levin, J. N., & Nolan, J. F. (2019). Principles of Classroom Management: A Professional

Decision-Making Model(Vol. 7). Fort Worth, TX: Pearson Education.

Parent, J. (2018, December 22). Theories (Principal Teachings). PowerPoint.