Classroom Management Plan

Erika Williams

Philosophical model of classroom management and discipline

William Glasser had two main ideas for effective classroom discipline: provide
an engaging and motivating classroom environment that meets students basic
needs for power, belonging, freedom and fun, and help students to make
appropriate behavioral choices that will help them to be successful. This model
is a medium-control model in which the teacher sets the expectations, but
ultimately the students are in control of their own behavior and choices. There
are also reasonable consequences for good or bad behavior (Charles, 2013).
Glasser had seven key ideas:
1. Students are rational beings who are in control of their own behavior.
2. Good choices equal good behavior, and bad choices equal bad behavior.
3. Teachers need to facilitate good behavior by establishing clear routines and
expectations and then help students achieve good behavior through good
choices.
4. Teachers who care about their students dont accept excuses for bad
behavior.
5. Reasonable consequences should follow all behavior whether it is good or
bad.
6. Class rules must be established and practiced. They are essential and must

be enforced.
7. Classroom meetings are effective for attending to matters concerning class
rules, behavior and discipline as well as a way to build a caring classroom
community (Charles, 2013).

Organize the physical environment

(See Map)
In the ideal classroom the desks would be in paired rows with three to four rows for easy
partner work. The desks could move easily into tables when needed for collaborative work,
which follows the collaborative learning theory developed by psychologist Lev Vygotsky
(Charles, 2013). There would be a horseshoe table at the back for small group instruction and
another round or horseshoe table for paraprofessionals, aides, or parent volunteers. The room
would have a center for writing that uses a section of the students desks, a read-to-self center on
the rug (hopefully with some fun bean bag chairs), a read-to-partner center that also utilizes a
section of the students desks, and a computer and/or IPad center. These same centers would be
utilized for math. There should also be an open rug space for whole group instruction.
The ideal classroom should have a library that includes many reading levels. It should
include a variety of interesting texts for diverse learners. Fast finishers will have a list of things
they can do including: read a book, use the differentiated free time activity basket, read the room,
or work on a class puzzle. The ideal classroom will also have a lot of visual support with word
walls, pictures, sound cards, letter cards, and labels. Students will also learn where to find

supplies and how to properly take care of them so that they will last. Supplies will be easily
accessible so that time isnt wasted looking for them.
Manage student behavior
An effective teacher will establish good control over their class the very first week of school.
They will know what they are doing, what the procedures are, and what their responsibilities are
as a teacher. Success for the entire year is determined by what is done on the very first day of
school. Effective classroom management practices should begin from day one. Procedures
should be rehearsed for mastery, reinforced, re-visited, and rehearsed again. Students need to be
consistently held accountable to the routines, rules, and procedures established in their school
and classroom (Wong, 2009). These procedures are as simple as following the rule of being
respectful, how to line up, how to move through the room safely, and how to walk properly in the
halls. Procedures will also include the various verbal and non-verbal signals the teacher will use
to gain the full attention of the students or to cue what transition is next.
In the ideal classroom behavior will be monitored with a clip chart that allows movement up
and down. This follows Glassers concept of reasonable consequences for good or bad behavior.
Students are provided fluidity throughout the day with the clip chart and get a clean slate each
and every day. The clips begin on a neutral setting like ready to learn. The positive settings
start at good choice, then great choice, and finally outstanding choice. The negative
settings start at warning, then time-out, lose a privilege, and finally parent contact and/or
office referral. The final setting of the day will determine consequences for students behavior.
These could include treats, tickets, or coins, for being at the top of the chart, or a note or call
home for being on the bottom.

Beyond establishing routines and consequences, an effective teacher who is engaging will
have few problems with bad behavior because the students will be fully immersed in real-world,
highly relevant tasks. An engaging teacher will also use an appropriate tone of voice that varies.
They will rarely if ever be found sitting at their desk, but rather up and about moving around the
room using proximity to support and assess learning as well as nip behavior problems in the bud
before they can even happen. They will also use time-limits and have things planned for those
who finish faster than everyone else. This will establish the expectation that students must stay
on task in order to complete things in a timely manner and eliminate boredom for those who fly
through their work quickly.
Create a respectful, supportive learning environment
Students should feel like they are an important part of their classroom community and
this in turn will help build their self-esteem and self-efficacy. Classroom meetings should be held
in order to help them develop a caring attitude toward their peers, because students in early
grades often struggle with interpersonal relationships. During these meetings students will never
be allowed to find fault with others, place blame on others, or seek to punish others. The teacher
will participate in the discussion from the background giving opinions sparingly and
participating in a way that guides rather than forces. Students can discuss events that happened,
things they want to share with their peers, and let everyone know how they are feeling that day
(Wilson, 2013).
Teachers should be clear that classroom rules do not allow them to exclude others. This
should be taught explicitly. Teachers can do this by teaching students to have empathy for others,
assigning partners and groups, observing the students at play when at recess or lunch, and
praising students when they include students who are often excluded or when they see an act of

kindness. Teachers should also make sure that they are modeling good behavior by showing
appreciation for all students (Wilson, 2013).
It is also important for teachers to use their lessons to teach students how to be kind to
each other and how to show respect. Literature can be used to help students learn that even
though people may have their differences, we can still all get along. Having students share things
from their culture and about their interests will help establish a stronger classroom community
and help students develop a better understanding of their peers (Wilson, 2013).
Manage and facilitate instruction
Teachers need to set long and short-term expectations from the first day of school. An
effective teacher will have the daily schedule written on the board. If long-term assignments are
in the works, the date they are expected to be finished should be noted so that students are
looking ahead. Visual support for transitions should also be displayed so that students can see the
proper procedure for transitions. These transitions should be practiced and re-visited anytime
expectations are not being met (Gary Forlini, 2010).
Behavior should be managed so that instruction can happen. Expectations for volume
level and movement should be set before the students begin their tasks. Misbehavior should be
immediately addressed so that it cannot distract from learning. Cueing should be used to help
students see what good behavior looks like, and those who are not behaving as such will usually
follow suit, especially when it means moving a clip up a level on the clip chart (Gary Forlini,
2010).
Effective teachers are well organized and have their lessons planned in advance. They
should over-plan so they will not be caught with nothing for their class to do. Each lesson should

have clearly stated objectives and time limits for completing group or individual work. Lessons
should be hands-on, relevant, and highly engaging. Lessons should also be differentiated for fastfinishers, ELLs, and struggling students. Everything the students do should be linked to the core
curriculum standards and prepare students for life beyond the classroom.

Promote classroom safety and wellness

Children get physical for a variety of reasons: They need to meet their physical needs for
activity, they need to feel they belong by connecting with others, they lack body control skills,
they lack social skills, and their physical development requires a great deal of physical
movement. Because of these needs, teachers need to establish a clear line between acceptable
and unacceptable physical contact and find ways to meet students needs for movement (Wilson,
2013).
Touching another student with the intent to do harm is clearly unacceptable and the
KYFOOTY rule should help establish the expectation that hands, feet, and other objects should
be kept to ones self, and if students do accidentally bump into each other they should be taught
to apologize. Teachers should provide plenty of time for physical movement through recess and
energizing academic tasks, as well as use energizing activities that also teach impulse control,
like Simon Says. It is also imperative that teachers respond quickly when students are getting too
physical with their peers (Wilson, 2013).
Students should be taught about germs and how they spread. They should be given plenty
of opportunities to wash their hands, especially before and after eating. They should be
encouraged to keep their hands and pencils out of their mouths and noses. Students should know
that when they are sick, it is okay to stay home and get better so that they dont make everyone

else in the class ill too. Students should also be taught the basics of healthy eating and exercise
so that they can stay healthy and ready to learn.

Interact with colleagues, parents, and others to achieve classroom management objectives
A successful journey begins with a clear picture of the destination (Wong, 2009).
Everyone involved-administrators, teachers, students, and parents-should have a shared vision
with a focus on student learning. Teams should meet and discuss: what should students learn,
how will they learn it, what they need to prepare for learning, how to assess and adjust for
student learning, and how to avoid and manage conflict?
Conflict creates a distraction from learning, so having common goals for behavior will
create more time for instruction. Common rules, procedures, and discipline systems will create
consistency and will result in a more positive academic outcome for all students (Wong, 2009).
Teachers should meet often, create buddy support systems, and assess whether or not adjustments
should be made in order to meet behavior goals.
Parents should be considered a valuable team member in order to meet classroom
management objectives. Emails and phone calls should be used for all students in order to
communicate how their child is doing and establish a partnership between the teacher and parent.
Often the parent of a child who misbehaves will have insight into how their child can be better
motivated which can be developed into a behavior contract. Parents also like to hear when their
student is doing great things at school, and a quick call, note, or email can be rewarding for the

student and help encourage continued desirable behavior. It also establishes a strong partnership
between the school and parents which will ultimately result in positive outcomes for all.

Works Cited
Charles, C. (2013). Building Classroom Discipline; 11th Edition. New York, NY: Ally &
Bacon.
Gary Forlini, E. W. (2010). Every Teacher's Guide To Activate Learning: Class Acts.
Bronxville, NY: Lavender Hill Press.
Wilson, M. B. (2013). Teasing, Tattling, Defiance, and More...Postive Approaches to
10 Comon Classroom Behaviors. Turner Falls, MA: Northeast Foundation for
Children, Inc. .
Wong, H. K. (2009). The First Days of School: How to be and Effective Teacher.
Mountain View, CA: Harry K. Wong Publications, Inc. .