Meghan Zoerhof

EDC 240
Management Plan

1
Classroom Rules and Consequences

Rules:
1.
2.
3.
4.
5.

Respect: be respectful towards myself, others, and the classroom

Positive Environment: no negative emotions or physical negativity
Effort: I expect students best effort, and I, in turn, will give my best effort
Be Prepared
Clean and Organized: the classroom will be clean and organized, and will be kept
this way.
Students will create rules to live by the first week of school. This gives students the
ability to give voice and ownership to the classroom. They will be able to create their
own cardinal rules and these rules will be displayed throughout the classroom. The
rules will hold each students signature as well as the teacher.

Consequences:
1. Warning: this can be a look from me to the student, or me simply walking over to
their desk. This is during class.
2. Verbal warning: I will speak alone to the student outside of class
3. Incentive: the student and I will find a good incentive for them to behave. I can
ask them how may I help you (either be successful, stop the disruptive behavior,
etc.) and we can come up with a plan based on their answer.
4. Parental talk: usually a letter sent home, or an email. Students will write the letter
or make a phone call in my presence.
5. Outside source: this can consist of contacting the principal, or someone else
These consequences are used based on the different offenses. The offenses are calculated
based on if the student is following my rules. If they choose not to follow these 5 cardinal
rules, students will move through the consequences, step by step, until they decide to
follow these cardinal rules. The rules and consequences are set in stone so that my
classroom can run as efficiently as possible, and so my students can efficiently learn.

Meghan Zoerhof
EDC 240
Management Plan

2
Expectations:

1. My classroom is well organized, with labels clearly explaining what goes where.
The students will be informed of where everything belongs in my classroom, and
everything will have a specific place. The students will have a specific area to turn
in assignments and to find missing assignments. I will have a seating chart for
most of the year, unless the students have proved to me that they can effectively
learn without one.
2. I am well prepared for each school day and have thought through each aspect of
my lesson. I will have all of the materials ready the day before my lesson and will
have at least one alternative so that I am flexible.
3. By the end of the first two weeks of students I will know each students name in
all of my classes. I will have studied their names and know correctly how to
pronounce them. The very first week of classes I will have students fill out a form
describing their likes, dislikes and other important things. This form will help me
learn about their weaknesses and preferences in the classroom. At the beginning
of the year I will look up my students and see if their previous teachers have given
me any insight into their weaknesses and strengths.
4. I have a system of routines and procedures, and I consistently follow these
myself. I will clearly explain these rules so that my students know and understand
them.
5. I have clear communication with parents and guardians. This is very important
because they need to be aware of what my students are learning each week, and
how their student is doing.
6. The climate I create is safe, warm, and risk free. My students will feel they are in
a judgment free zone and will know that I have very high expectations for them.
7.
Expectations of the Teacher
1. The teacher shall encourage all students daily. The teacher will think positively
and believe that every student has the right and will to learn.
2. The teacher shall be prepared for class every day and will be flexible in their
scheduling based on the students needs.
3. The teacher will try their hardest to reach every student and to help them reach the
state benchmarks.
4. The teacher will follow the main standards in their best efforts to prepare their
students for state examinations, but will also focus on teaching her students to be
good citizens.
5. The teacher will find fun ways to teach and for students to be involved in their
learning.
Expectation of the Students
1. Each student will come prepared each day, with all materials present and sitting at
their seat when class starts.
2. Each student will put forth their best effort into assignments and learning.

Meghan Zoerhof
EDC 240
3
Management Plan
3. Students will come into class with energy and enthusiasm to learn. They will have
a positive attitude.
4. Students will act positively towards others in the classroom, and will not partake
in aggressive behavior.
5. Students will follow all of the classroom rules and will abide by the
consequences.

Meghan Zoerhof
EDC 240
Management Plan

4
My Procedures and Routines

1. At the beginning of class, students will walk into the room and turn in their
homework assignments in the small bins on a table at the front of the classroom.
Students will then walk to their assigned seats and take out their materials for the
class, as explained on the board. They will then answer a daily question or do bell
work to start class.
2. When students are given independent work, they are expected to sit at their desks,
or a teacher approved area, to work silently on their work. They will raise their
hand if they have any questions, and will be given a time limit.
3. Students will quietly raise their hands if they need to use the bathroom. The
teacher will call on them and then will sign a piece of paper granting the student
leave. This paper will give the time, teacher and location (ex. Bathroom). In the
hallway, students will quietly use the bathroom and then come straight back to the
classroom, attempting to not disrupt the class.
4. For tests and quizzes, students will each sit in their desks, quietly, facing the front
of the room. No talking will be tolerated until everyone has finished the test or
quiz. Students will have to take everything off their desk except for a pencil and
any other teacher approved items. Only then will the teacher handout the
assignment. The teacher will handout the assignment, laying it on each students
desk, and students may start. They are to look at their paper only and will fail if
caught cheating off of another student. When students have finished the
assignment they will quietly turn their paper facedown on their desk and raise
their hand so that the teacher can come pick it up. if students have questions about
the assignment while taking it, they may raise their hand.
5. During independent reading, students may quietly find a book to read in one of
the many shelves. They may sit anywhere in the classroom, except behind the
teachers desk as long as they are quiet and not directly next to another student.
They will quietly read for 10 minutes and then return their books back onto the
shelves. If a student would like to borrow a book, the teacher will have another
procedure explaining that.
6. When students get done with their work early, they will look to the white board.
There will be a part of the board that says Im done, what do I do now? and
underneath will be three different options for them to occupy their time.
7. At the end of class students will sit quietly at their desks until the bell rings. They
may pack up their materials into their backpacks only when the teacher has given
them permission. The students are expected to look around their designated area
or desk to pick up their area, so that they help maintain the clean and organized
environment. When the bell rings, the students are dismissed.

Meghan Zoerhof
EDC 240
Management Plan

My Action Plan
Minor Disruptions:
Minor disruptions, such as talking in class, on phone, sleeping, etc., will be
handling by a nonverbal warning. This is the first offense in my consequences, as seen
above. I will walk to the student and say their name, or place my hand on their desk.
After this I will talk to the student outside of class and ask them what is going on, so that
the student and I can stop this behavior from happening in the future. if the student stops
the behavior, they will start on a clean slate again. If the problem continues I will
consider it an on-going discipline issue.
On-Going Discipline Issue:
Once the students have continued this behavior I will move farther with my
consequences. The student and I will work together to find an incentive. This could be as
simple as a sticker on their assignment each day they do not have behavior issues. If this
does not work, I will move to sending an email or a letter to their parents, nicely
informing them of the situation and the steps that the student and I have already gone
through. This will inform the parents on their students behavior and when it has occurred.
If the behavior has still not changed, I will contact an outside source, such as the
administration to find a solution. If the behavior improves, and we have found a plan, the
student and I will come up with a time span together of when they can start off with a
fresh slate.
Aggressive and Violent Behavior:
I have a no tolerance policy for aggressive and violent behavior.
Students will be informed and understand that this type of behavior is
not acceptable in my classroom. Students will be sent to the
administrative office, and their parents will be informed of their
behavior. If students are physically fighting, security will be called and
these students will be taken to the office to have a chat with the
principle and their parents. Then the students will not only be dealing
with my classroom consequences and discipline, but also with the
schools rules.