Classroom Management Plan

Teacher: __Ms. Caddy_________

Grade Level: __8th Grade ELA______
LEVEL OF STRUCTURE
_______ Low

_______ Medium

____X___ High

RULES (Be sure to have a THEME and attach Rule Matrix)

Be Ready: Be ready to start each class completely prepared and ready to learn
Be Responsible: Be responsible 8th Graders and exercise the manners of a good students and selfcontrol
Be Respectful: Be respectful and kind to all classmates and teachers, being mindful of all
cultures and communities represented
(see rule matrix for more)
Strategies to Increase Positive Behavior (bulleted with brief definition or description)

Proximity: as I teach, it is effective to walk around the classroom, pausing at

certain desks longer than others to check for knowledge and understanding of the
content and to check for staying on task. This also works during group work,
individual work, and in-class activities.

Modeling: it is important, especially if kids have never seen or heard of something

before, to provide a visual example of the goal you want them to achieve within
the classroom. Having students model it or myself model it will give them an
actual visual of what you want them to mimic or not mimic.

Pre-correcting: this is almost anticipating what your student (s) will do before
they do and correcting it so they never get the chance to. This can be evident at
several levels but it especially works when there are difficult transitional periods
throughout the day ( i.e.: coming back from lunch or related arts). As the teacher,
I will meet them at door to remind them of what they need to as they enter.

Token Economy: I really want to try this as a Harry Potter theme in the
classroom, where each class is an individual house. Each class will be working

towards getting their own points for behavior, but then whichever class has the
most points for good behavior will receive a larger class incentive.

Praise/positive feedback: this is something that I have to really plan into my day
or I will lose track of giving enough positives back for all the negatives I give. I
am very big on writing out positive notes on all turned in word (also using
stickers) and I try very hard to praise good behavior in front of others who are
perhaps struggling to behave correctly (this could be used as modeling too).

Positive Consequences (bulleted with brief definition or description)

Free and Frequent
Praise: a simple great job can really go a long way in helping a student to gain
confidence and create motivation for them to be active in the classroom

Smiles: letting the student know that you are on the same page with them doesnt have to
be verbal. Many times, a smile can say that you understand what they are saying and that
you agree

Stamps/stickers: I put these on paper assignments all the time. It lets them know that you
took the time to recognize their good work and effort.

Thumbs up: like smiling, this is a nonverbal way to let a student know that they are on
track

Small verbals: it is also important to give actual positive feedback whether it be in public
or private to fully emphasize that you are proud of the students behavior and choice of
actions and thoughts and that you want them to continue to give you similar behavior in
other areas of the day/classroom

Intermittent
Good Behavior Game: this is basically a game incentive where the students participate
by giving good behavior for some type of reward like extra recess, computer time, or
free time in the classroom
Mystery Motivator: a class participation game that allows the students to scratch off a
day of the calendar for every day that they demonstrate positive behavior. The more
days they behave, the more they scratch off, the closer they get to revealing the
mystery prize

Quick Incentive: this can be as easy as giving a small piece of candy to students who
follow directions and do what they are supposed to do in relation to positive behavior in
the classroom (perhaps with little to no prompting)
Treasure chest/ note home: notes home are always great to build confidence because it
involves the parent and lets them know that you recognize their good work in the
classroom. Treasure chests are a tad more long term (allowing the child to select
something from the box if they have met the good behavior requirements the whole
week)
Student of the week/month: this can correlate well with things like a treasure chestjust
ensuring some type of recognition that lasts longer than a moment. It needs to provide
an incentive that will let students know that they will receive rewards that match the
duration of their actions

Strong and Long-term

Field Trips: students want nothing more than getting to go somewhere and do something
fun. Teachers usually fail to realize that they can use this reward for something fun and
educational, perhaps without the student even realizing that it worked more in the favor
of the teacher than the student. Taking the class to a highly interactive museum that
touches on the topic I have been teaching as a reward for consistent class participation,
engagement, and positive behavior in the classroom for the length of a unit plan.

Special Projects: this will really let students individual talents shine if they are allowed
to construct something in any medium of their choice to represent what they are learning
in the classroom. If it is something like a movie, there could be a party to watch it; a
painting= a special art gallery viewing, etc.

Principal Recognition: Kids really respect authority because they crave boundaries, so
many times, they have a lot of admiration for the administration in their school. That is
why any type of public recognition from them for a particular student would help secure
a students desire to be on their good side for the rest of their school career and be a
positive influence both in and out of the classroom.

CONTINUUM OF CORRECTIVE CONSEQUENCES (bulleted)

Level I Minor (mainly impacts student)
Level I Behaviors

Level I Consequence

Inattentiveness

-withitness

-proximity

questioning

Not on task
redirecting

Level II Moderate (impact others and interrupts learning)

Level II Behaviors

Level II Consequence

Getting up and moving

-watch and wait

Distracted (looks to other students)

-modeling-nonverbal

Inappropriate cell phone use

-call on students as a

redirect

to discussion

Level III More Severe (severely impacts other, the classroom environment, and learning)
Level III Behaviors

Level III Consequences

Aggression

-ignore

possible referral

Calling out

-see after class

Back talk

-rearrange seating
-refer back to rules via peer

modeling
Level IV: Zero Tolerance as defined by district
Zero Tolerance Behaviors

Consequences

Acting on aggression

-referral

Repeated defiance/refusal of any work or rules

-principal

involvement
ATTENTION SIGNAL (to be used prior to beginning whole class instruction and to regain attention
during cooperative work)
I use several attention signals to get their attention. Having the variety maintains the
effectiveness of the procedure and in many cases, it allows for students to take the initiative and
pre-correct or redirect the class before I really have to do anything. Some of my signals include:

Raising my hand and waiting quietly and patiently as I make eye contact with each of my
students to signal that they need to have their focus on me and that I am waiting for them
to pay attention

I also ring a classroom bell that is a little longer, like a tube, and when I ring it, I can let it
hold out the note for as long or as short as necessary. The kids hate the noise so it is
usually pretty effective for when I cant/dont want to shout or talk over them.

Of course, I also use a series of verbal signals to gain their attention, saying things like: I
need everyones eyes up here/ on me, Guys, lets regroup. Eyes up here, redirection
with a reminder of what they should be doing (whether as a whole class or individual),
and also specific praise which can go a really long wayWill, I love the way you are
sitting quietly and patiently and are ready to start the bellringer.

Non-verbals and Ill wait statements can be just as equally effective as the verbal ones.
Many times, I will stand at the front of the classroom and simply wait quietly (probably
hand on my hip for exaggerated effects) and either make eye contact or notit truly
depends on the situation and level of the disruptive behavior to know which one will be
most effective. At this point, the students will self-correct the class and remind their

peers what they need to be doing instead. If it is an especially rowdy situation, then I
may give the small verbal of Ill waitand then wait for them to correct their behavior.

PROCEDURES (be sure to consider movement pencil, water, restroom, trash etc talking/voice
level/content, requesting help, what correct participation looks and sounds like. In other
words, be detailed in your procedures)

PROCEDURES FOR STUDENTS ENTERING CLASS

I will stand at the door and greet each student and remind them of what they need to do as
they enter the classroom. When the students enter the classroom, they need to come in, sit
down in their assigned seat, remain quiet and ready to begin their bellringer. That means
that they need to have out a piece of paper and a pen or a pencil. If the bellringer is
already displayed on the board (which is almost always), then they need to immediately
start the bellringer.

and
PROCEDURE FOR ENDING/DISMISSAL OF CLASS

The students are only dismissed by me. I will give a verbal command that tells the
students that the lesson is over and that they may gather their things to go. As soon as

they are sitting properly in their assigned seats, I will dismiss them to the hallway so that
they may line up to enter their next class. Neither the clock, nor the bell/intercom,
dismisses them, especially during afternoon dismissal.

During afternoon dismissal, the procedure is similar to what the students do at the end of
each class. The students need to be quiet, sitting in their assigned seat, and waiting for
my signal to dismiss them. I will wait until everyone is following this procedure before I
dismiss them. If a student leaves without the proper signal from me, then I will bring
them back and make the whole class start over before dismissing them verbally. Many
times, the students will help each other out and remind them of what they need to do in
order to be dismissed by me. (the same icon applies here)

PROCEDURE FOR WHOLE CLASS INSTRUCTION

Transitions in the classroom can lose the most instruction time and it can be really
difficult for students to reign in their self-control, especially after doing a group activity
or class discussion. My procedure is simple for this: when I announce what we are going
to do next in the lesson, something that is changing what they will need to complete or do
for the next activity, they need to remain silent so that they can listen and follow my
instructions. I will have them model this procedure the first week of class, correcting it
until it is right, and provide positive praise and feedback for their correct behavior.

or

When participating in class, especially a whole class discussion, students need to raise
their hands and wait to be called upon before speaking. I will not acknowledge students
who call out or get out of their seat to get my attention. This reduces noise and chaos in
the room and allows every child to have the opportunity to speak.

OTHER PROCEDURES YOU THINK ARE IMPORTANT

After the student enters the classroom, they are not allowed to exit it. They need to
remain inside and follow the procedure for entering the classroom. Leaving the room,
without permission, once entering will result in a tardy for the student during that class.

During the lesson, students may not get up to throw things away in the trashcan. It is
disruptive to my teaching and the other students learning. They need to hold onto their
trash until class is dismissed and then they may throw it out on their way out of the
classroom.

Students are allowed to sharpen their pencil during class, but they need to ask permission
before they get out of their seat, walk over to the sharpener, and begin to sharpen their
pencil. If I am teaching, the student may raise their hand and point to their pencil, or hold
their pencil in the air to indicate that they are asking for permission to sharpen it. I will

nod my head yes or shake my head no. Both parties are able to use nonverbals and not
disrupt the instruction or the students.
See Lesson Plan for the procedure for afternoon dismissal (attached)

PROCEDURES FOR MANAGING STUDENT WORK (Can be bulleted)

1. Procedures to assigning classwork and homework
All in-class work needs to be turned into me, unless otherwise specified, before you leave
the classroom.
All homework needs to be turned into the appropriately labeled tray (one for each class
period) at the beginning of class. I will collect them all after the five minute mark of
class. Anything turned in after that time will be considered late work and will be docked
in points.

or
2. Procedures for collecting complete work
See above
If a students work is incomplete whether it is homework or classwork, I grade it anyway,
marking what is not done as wrong.

3. Procedures for keeping records and providing feedback to students

I will almost always have their papers and other various assignments graded and handed
back with feedback within two days of the assignment being completed and turned in.
The only exception to this is when we do in-class/ peer grading. Then it is obviously
immediate feedback and assessment.

or
4. Procedures for dealing with absent students and late/missing work
When a student is absent from school and misses classwork or homework assignments, it
is up to them to determine what they need to make up and turn in within a day or two of
the original due date (or the date they return to school). They may come ask me for their
assignments and I will help them; they may ask other friends or classmates what they
need to make up, or a combination of the two. Regardless, it is their responsibility to
make up the work and it will be docked as late if they fail to do this within the time frame
given. They will also need to mark their papers indicating what days they were absent or
else I will mark it as late.

Rule Matrix
Entry/Bellringer

Be
Responsible

Be Ready

Be
Respectful

-Act like a good student:

follow the directions
and the procedures
without having to be
prompted
-Complete your
bellringer so it is ready
to turn in
-Come prepared: have
all the things that you
could possibly need for
class (i.e.: books, a fully
stocked pencil box,
paper, etc.)
-Enter with an open
mind with which to
learn and explore
-Speak kindly to your
classmates and teacher
-Obey the class rules
and procedures set in
place by authority
-Dont push and shove
your way into the
classroom-wait until the
last class and
completely left the room

Instruction

Exit

Hallway

-Be in charge of
your learning
-Stay alert and
engaged in what is
happening in the
lesson

-Dont leave your

things behind in
the classroom
-Go straight to
your next class

-Exercise selfcontrol
-No running: for
your safety and for
the safety of others
around you

-Be ready to move

on to the next
activity
-Have the last
activity put away or
turned in and have
the necessary
supplies to
complete the new
one
-Give the teacher
the 50 minutes of
instruction and they
will give you the
skills/tools to
succeed

-Have your things

ready to go
-Have everything
you need for the
next class

-Know where you

are going and get
their quickly
-Stay in your line
to enter the next
classroom
-Be on time to
classdont loiter

-Wait for the

teacher to
dismissdo it
correctly the first
time
-Dont push and
shove to get out
of the room

-Dont swear
-Dont fight/push
or shove
-Obey what they
teacher tells you to
do, immediately

Hallie Caddy
Class Mgmt.
Dr. B
10/10/14
Procedural Lesson Plan
Teacher: Ms. Caddy
Duration: 10-15 minutes
Procedure: When the class has afternoon dismissal.
I will explain to the class that we are going to practice the procedure for afternoon dismissal
from my classroom. I will first explain verbally that when the school bell rings to dismiss each
individual class or to dismiss students at the end of the day, it does not mean that they are freely
allowed to get up, take their stuff, and leave. There will be a picture, on the front whiteboard, of
a bell with a big X over it. I will point to this as I am talking to reinforce the visual that I am
giving to them verbally. I will continue explain that this is because as the teacher, I have the
ultimate authority within the classroom and therefore get to decide when instruction is fully
completed and they may leave to go home. I will then point to the second visual, on the board,
which will be a picture of me with a big green check mark on it. I will point to this to reinforce
the visual that I am giving to them verbally. I will also explain that failure to recognize my
authority in this situation will only delay them further from going home. I will then verbally
explain what I expect from the students in order to receive my signal for dismissal: Students will
be dismissed when they are all sitting in their correctly assigned seats and quietly awaiting my
signal. I will ask if there are any questions and review things as necessary. I will then explain to
the class that we will practice this a few times so that they know what following the instructions
correctly will look like and what following them incorrectly will look like. I will use the class to
help me model this: I will instruct the students to get up and move around, change seats, and talk.
I will let them do this for a minute or so and then I will regain their attention to explain that this
is NOT what they need to be doing in order to be dismissed. I will then instruct them to all
return to their assigned seats and wait quietly for my signal to be dismissed. Once they have
done this, I will tell them that this is exactly how they should look and sound in order to receive
my permission for dismissal. I will field any further questions at this point. Once I have
answered all the questions, we will put the procedure into action for the afternoon dismissal. If
they follow instructions, I will dismiss them. If they do not, we will redo it until they are doing
following the procedure correctly. I will correct them of what they are doing incorrectly and
remind them of what they need to be doing instead. We will do this every day at afternoon
dismissal.