Classroom Management Plan

Jennifer Buskirk Rules In the classroom, I will develop clear and precise expectations of the students by enforcing a set of rules for them to follow. The rules to be posted in the classroom are: Follow directions. Always do your best quality work. Respect others and their thoughts and ideas. Come to class prepared to learn. On the first day of class, we will develop these rules as a class. I will hold a discussion where students are able to suggest rules that they think are important to have in the classroom. After students feel like they have suggested all important rules, we will talk about them together. I will facilitate the discussion, and ask students questions about the rules they have suggested, such as, Can some rules be grouped together? Can we place some rules together under an umbrella rule? etc. This will hopefully guide us to most of these rules. If it does not, I will make suggestions and ask more questions to guide them into developing this set of rules on their own. Reinforcement Day 1: A class discussion will be held, and students will develop the set of classroom rules. Day 2: Class review of the rules at the start of class. Days 2-5: Throughout the period of the class, I will acknowledge students who are following the rules (i.e. I see that Sarah is following directions. David is following directions.). As we encounter situations where rules need to be enforced, students will model what the rule looks like. Verbal corrections will be given for students who are not following the classroom rules.

Days 6-10: Rewards will be given for students who are actively following classroom rules. Consequences will also be given for students who are not following rules. Ongoing: Periodic checks for understanding. Periodic review and modeling. Periodic narration of students following rules. Students work towards classroom rewards by following rules. Consequences When a classroom rule is broken, I will be sure to give an appropriate consequence for the behavior by creating a hierarchy of discipline as follows: 1. Non-verbal recognition of the behavior with corrective gesture OR, Verbal correction of negative behavior. Allowed twice before moving to next level consequence. The second time they are also given a warning.

2. Private student-teacher meeting. 3. Second student-teacher meeting. Develop a written plan of action for both teacher and student to sign. A parent copy will be sent home with the student to get an adult signature and the document will be returned.

4. Meeting with student and parent(s) to discuss the behavior. Develop a written long-term plan of action that sets goals and expectations of the student; Signed by teacher, parent(s), and student. 5. In extreme cases, detention or expulsion would be given. Scenarios 1. If a student breaks the rule of respecting others by interrupting another student, they will first receive a non-verbal warning, which consists of a corrective gesture. In this case, as the student begins to speak out of turn without raising his hand to speak, I will give the be quiet gesture, followed by the corrective gesture of raising your hand. If this student continues to speak without raising his hand, I will give a verbal correction and warning such as, John, this is your warning. If you would like to speak to the class, you must first raise your hand and wait to be called on. We need to be respectful of our class mates ideas. Hopefully this will keep John from talking out of turn again, as the next consequences become more severe. But if he continues to interrupt others and speak out of turn, I will ask to meet privately with John to discuss the behavior. This meeting can be in the hallway, or in the back of the room, where ever there is some privacy to talk. If John continues to be disrespectful of his classmates, I will ask John to meet privately with me again. During this meeting, I will first ask John if he can tell me why I have asked him to meet with me and why he thinks our classroom rules are important. We will then discuss a realistic, applicable plan of action to deter this behavior from happening in class again. This plan will be written down and signed by both of us. I will also make a copy for John to take home to his parent(s) to get an adult signature and return. However, if Johns speaking out of turn continues to disrupt the class, I will make a call to his parents and set up a meeting with John and his parent(s). During this meeting, we will set up a long-term plan of action that sets

expectations, as well as both short-term and long-term goals. This will be written plan and signed by all parties, and a copy will be sent home with the parent(s). 2. If a student breaks the rule regarding following directions by repeatedly being observed as off-task, they will first receive a non-verbal recognition of their behavior through a corrective gesture, in this case I would give the on task gesture (pointing to my wristwatch). If they are observed as off-task a second time, they receive a verbal recognition, which is the warning. In this case it would sound something like, John, I see that you are not working on the assignment, I need you to focus. This is your warning. I would expect the behavior to stop at the warning, but if it were to continue, the student would be asked to meet privately where we would discuss the behavior and what needs to happen in order for it to stop. If John is continually off-task still, I will ask for a private meeting again where we will put together, in writing, a plan of action agreement signed by both of us. A copy will be sent home to receive a parent signature, and then brought back to class. If the behavior still continues, a call home will be made, and a meeting set up with teacher, parent(s) and student. During this meeting we will all work together to develop a long-term plan of action that includes expectations of John as well as short-term and long-term goals to work towards in the classroom. The plan will be documented and signed by teacher, parent(s) and student and a copy will also be sent home with the parent(s).

Statement of Purpose Our classroom provides a safe, positive learning environment that encourages creativity, innovation, and collaboration. We are committed to doing our best work and being respectful of the work of others. All students are expected to play an active role in their own learning, be responsible for their own behaviors, and contribute their thoughts and ideas to promote the success of everyone in the classroom. Rationale I have a set of rules that I would like enforced in my class, however, I want the students to feel like they are part of developing them. In order to do this I will allow the class to think of rules that they feel are important in the classroom, and I will act as the facilitator of the discussion. After students have generated all the rules they think are important, we will work towards combining specific rules to get general rules that coincide with my own rules. If they do not come up with any of my rules on their own, I will be able to facilitate conversation that could lead them towards developing the same set of rules that I would like them to follow. I think that it is important for the students to help develop their own rules because then they are more closely connected to them. The students are able to create and develop a shared vision of what their expectations of each other are within the classroom. The rules are more important to the students if they are something they have developed, and it also allows them to take the responsibility for the rules and, in turn, be less disruptive during class time. In order to maintain a non-disruptive environment for the students, I will employ classroom management strategies which let students know I am paying attention at all times. In order to do this, I will narrate students behavior until all students are on task and following directions. In order to keep students on task, I will provide clear directions and make sure students are aware of

the learning goals. When rules are broken, I will be sure to follow through with consequences. However, I will also reinforce acceptable behavior by being a model to the students. When implementing consequences, I will remain calm and use an appropriate tone of voice. In order to develop mutual respect with students, I will also develop positive student-teacher relationships by taking personal interest in students, allowing them to be open and creative, giving them options and being aware of student needs.

Procedures 1. When you are tardy: Enter the classroom silently so you do not interrupt your classmates. Take your seat, and begin the warm-up task. If you come in after the class has finished the warm-up, join in with the activity were working on; see me after class for anything you may have missed. 2. When you are absent: See me at the beginning of class. I will look in my planner to see what was done/assigned/homework given for the day missed for the student. I will have any handouts or assignments for the day of class you were absent in a folder. (Drop folders one for each day of the week. Write students name on papers and place in drop file.) 3. Assignment Board: A warm-up task will be posted on the board at the beginning of each class in the same location via overhead projector. I will also post the class agenda underneath the warm-up task, and any homework that may be assigned for you to copy into your planner. 4. Entering the classroom: Turn in any homework, notes, etc. to their respective bins Quietly take your seat and begin working on the warm-up task. Voice Level 1. Attendance will be taken while students are quietly working on their warm-up task.

5. Attendance/Lunch count (elementary):

When you come into the classroom, put your lunch money into an envelope (if it is not already in one) and place in the lunch money basket.

Move your magnetic name board under either hot or cold lunch. o This allows me to get attendance and lunch count while students begin working on their warm-up task.

6. If you finish work early: Go back over your work and double check your answers/revise your writing. You may work on homework or read a book.

7. Moving in the hallway: Walk in a straight, single-file line on the right hand side of the hallway. Keep your hands and your feet to yourself. Voice level 0 destinations - ask line to stop at nearby destinations in order to monitor the entire line. 8. Turning your attention to the teacher: I will give an auditory clue (Eyes on me, please!) that means all attention on me. Students will return a visual cue (thumbs up), voice level 0, stop what they are doing, and keep their eyes on me. I will wait for the attention of ALL students before continuing.

9. Hand Signals: If you need to go to the bathroom: one finger If you need materials tissue: two fingers If you need materials (pencil, paper): three fingers If you need to go to your locker: four fingers If you have a question: five fingers I will have these posted in the classroom with images of what it should look like. 10. Voice Levels: Voice Level 0: Silent. Voices off. No talking. Voice Level 1: Whisper. Only people within 6 inches of you can hear you. Voice Level 2: Talking Voice. Only the person sitting next to you should be able to hear you. Voice Level 3: Group Voice. Only your own group members should be able to hear you. Voice Level 4: Presentation Voice. Strong and Loud so the whole class can hear.

11. When you have a question: If you have a question during instruction, raise your hand and wait to be called on. If it is something that can wait, I will ask you to write it down and we will come back to it. If you have a question during independent work, raise your hand and wait for me. If you have a question during group work, ask for help from at least 3 other group members before raising your hand. 12. Leaving the classroom (bathroom, locker, office, other):

There will be 2 magnetic hall passes on the board. If you need to leave, ask me first if it is okay, then take a hall pass and put your magnetic name piece under the correct destination.

If both hall passes are out, then you must wait for one to come back before leaving. If hall passes are lost, then they are lost. I will not make more. They are YOUR responsibility.

13. How/where/when to get materials: When you enter the classroom, make sure you have all the materials you will need, including at least 2 sharpened pencils. You may return to your locker to get any materials prior to the bell. If you need a pencil or piece of paper after class has begun, try to get one before instruction. I will allow 1 minute before instruction for students to make sure they have all the materials they will need. You may ask a neighbor, and if you still need a pencil you may borrow one by leaving a shoe on the floor next to my desk. If you still need paper, you may go to the scrap paper bin and take a sheet. When getting classroom materials for a task send one or two people from each group to gather the materials for the group. 14. Sharpening your Pencil: I ask you to come to class with at least 2 sharpened pencils. You may sharpen your pencil before the bell.

If you need to sharpen your pencil during class time, raise your hand with 4 fingers up and I will tell you if it is okay.

However, DO NOT get up to sharpen your pencil while the teacher is talking, or while your classmates are talking.

15. Work Area/Work Time: Carefully listen to all directions before beginning work. I will outline my expectations of the given task. Remain in your seats during work time unless other directions given. There will be times when working on the floor or in the hallway are acceptable, I will let the students know when this is okay. Work quietly Some talking is okay as long as you remain focused and on-task. If it gets too loud, I will get the classs attention using the verbal cue, Hey class! which would be returned with Thats us! and thumbs up. After students return their cue, they will sit silently, attention on me. The class gets one warning if the room is too loud. On the second warning, they must then work silently. 16. End of task clean-up: After you have finished a task, send one person from each group to return any borrowed materials to their designated location where the Materials Keeper will check to make sure everything is put back neatly. Make sure all materials are in good, working condition and place them neatly back where they belong. It is not the Material Keepers job to pick up after you! Check to see that your workspace is clean, including the desktop and the floor surrounding your desk within 2 feet.

17. Transitions for end of the class period: As your work time comes to an end I will give 3 warnings to let you know how much longer you have. There will be a 10 minute warning, a 5 minute warning and a 3 minute warning. At the 3 minute warning, I expect students to begin cleaning up and putting away materials, if they havent already started. I dismiss the class, NOT the bell. I will not dismiss you until ALL materials have been returned, desktops are clean, and the floor has been picked up. Rationale I chose these procedures because I feel that students should be responsible for their own learning and their own behavior. Most of my procedures give this responsibility to the students. I ask them to take responsibility for their own materials, the classroom materials, hall passes, and their work when they are tardy or absent. I used a combination of discipline theories from William Glasser and Thomas Gordon while developing these procedures.

Glassers theory includes the teacher and student working together to set rules and limits. There is also a focus on social interaction and group cooperation, which I feel is very important in the classroom because it is a skill that is transferrable into the real-world. Gordons theory focuses on a gradual shift of management and responsibility from the teacher to the students, which is what I hope to accomplish through the procedures I have developed.

Technical Management Plan Nametags: Students will create a nametag to put out on their desks for the first week or so of school so that I can get to know their names. Students will also have a magnetic name board on the board with the hall passes that will be used for assigning groups, leaving the classroom, etc. Class List: On a bulletin board in the classroom, each class will have a list of students names (Small laminated rectangles). This board will also work as the student job board, having a designated area for each job. Assignment Board: If available, I would like to project students warm-up and agenda at the beginning of each class period. This way I can have files organized in the computer for each class, and will be able to switch between classes easily when/if warm-ups and agendas differ from class to class. If not available, I would designate specific areas of the board to certain classes to eliminate erasing and re-writing. Attendance: Until I know the students names, I will take attendance after they finish the warm-up. As I begin to know student names, I will take attendance while students are working on their warm-up. In a sub folder, I will have a seating chart available that includes student photos. Items to go Home: Each student will have a designated Homework folder. The left side of the folder will be marked For School and the right side will be marked For Home. Papers that need to be sent home, and any homework assignments will go in the For Home side, and any papers to come back (finished homework, parent notes, etc.) will go in the For School side. There will be periodic checks to make sure students are not losing their folders. Students who hold on to their folders, and are able to present them

during these checks will receive a reward (extra credit points, a treat, first choice of classroom job, etc.) Papers Coming In: I want to have a few separate baskets for papers coming in, for each class. There will be one designated for homework only, one for anything done in-class that day to turn in, and one for anything else that needs to be turned in (notes from parents, job applications, book rental slips, etc.). Supplies/Materials: Supplies and materials will be located in a common area of the room. They will be organized in bins, or drawers that are labeled. Jobs: I love the idea of jobs! During the first days of class, as we have discussions about rules and procedures we will also discuss what jobs the students think need to be done in the classroom, and create a list of classroom jobs. Students will apply for classroom jobs, and jobs will change weekly. o Paper Passers/Collectors o Paper Organizer o Floors Supervisor o Materials Keeper o Gardener o Librarians o Group Leaders Class Library: I would like to have a classroom library. I would like to teach either math or language arts, so depending on which subject I am teaching, the library would be different. If I ended up teaching language arts, I would want to have a decent sized library for my students to use with fiction, non-fiction and reference books. For a math class I

would just want math-related books. I would allow my students to borrow books using a Book Rental Slip that needs to be filled out and signed by the student and myself. Desk Set-up: I would like to begin the year with rows of forward facing pairs. Depending on the size of the room, I would also like to be able to set the desks up in groups of four occasionally throughout the year. Absences: I will have drop folders for each student in each class where I will place any handouts or assignments they have missed. These folders will also be used for filing any information (copies of parent letters, behavior plans, permission slips, etc.). I will also have a planner of my own in which I will write the daily warm-up and agenda, so if any questions arise about assignments I have record of what was done on which days. Hall Passes: There will be a set of 2 classroom hall passes on magnetic boards, along with the magnetic boards with student names. On this board there will be a Hall Pass area that includes destinations (bathroom, office, library, other) and when students take a pass, they must move their name board to their destination. When they return, they replace the hall pass, and move their name board back. I will begin the year with 2 passes and it is the responsibility of the students to keep track of them. If one is lost, then we are down to just one pass. If both are lost, then we have no passes and students will not be allowed to leave the room. Hand Signals: o If you need to go to the bathroom: raised hand, one finger up o If you need to go to your locker: raised hand, two fingers up o If you need to leave the room for another reason: raised hand, three fingers up o If you need materials (pencil, paper): raised hand, four fingers up o If you have a question: raised hand, five fingers up

o I will have these posted in the classroom with images of what it should look like. Voice Levels: o Voice Level 0: Silent. Voices off. No talking. o Voice Level 1: Whisper. Only people within 6 inches of you can hear you. o Voice Level 2: Talking Voice. Only the person sitting next to you should be able to hear you. o Voice Level 3: Group Voice. Only your own group members should be able to hear you. o Voice Level 4: Presentation Voice. Strong and Loud so the whole class can hear. Emergency Kit Located in the Classroom and Contains: o Gloves (non-latex in case of allergies) o Cat litter o Old towels/t-shirts o Paper towels o Clorox wipes o Lysol spray