Jessie Loven

Middle School Classroom Management Plan Updated for student with Epilepsy
Creating a Safe Learning Environment:
There are several ways to create a safe learning environment for my students. One way is
to learn all my students names as soon as possible. By being able to communicate with a student
using their name builds respect and allows them to see that they are not just another student
within my class but an important student within my class. This will be the first step in building a
personal relationship with my students. The second step in building a relationship with my
students is to take an interest in other activities they may be involved in; these could be common
interests or interests that I may not be familiar with. Next, I will be available to my students
before school, during my prep periods, at lunch, and after school for my students if they need
someone to talk to. Students will also be provided with my email address; that way they can
contact me if they have a question on a take home assignment. The better I know my students,
there will be greater respect and rapport with them and this will lead to a safe learning
environment.
Another way I will create a safe learning environment is by using William Glassers
Choice Theory. One criterion in the Choice Theory is every class should have an agreed-upon
printed stet of class rules. Therefore, on the first day the students will help create the class rules.
These rules will not be what the students shouldnt be doing, but what they should be doing
instead. An example is being in the gym and ready to participate four minutes after the bell has
rung. At the end of the day the rules that the students suggested will be written/typed up and
placed in the gym. Also on the first day we will go over what I expect of each student; as well as
the consequences of the class (listed blow in the behavioral rules).
Additionally, I will keep a safe learning environment is by incorporating Jacob Kounins
Discipline and Lesson Management. This theory is all about how I will make the gymnasium
safe for my students. I need to be aware of what is going on in every part of the gym; if there are
students not staying on task they are not learning the necessary information and could possibly
get injured. Also Jacob Kounins theory states that good lesson momentum helps keep students
on track. By having a well thought out lesson plan will keep my students engage and having fun.
These are all ways that will keep ensure a safe learning environment for my students.
Another way to maintain a safe learning environment for my students is to be familiar
with different disabilities that their classmates may have. For example if there is a student with
Epilepsy in class I would like my student to have knowledge on the disability so they may
understand it better. If the student experiences a seizure the last thing I want my students to do is
freak out; it will help the situation if they remain calm. A seizure is not life-threatening and
should be treated as a routine event (pg. 474)
A last way to ensure a safe learning environment is to have detailed records of injuries
and action plans for students and referring to them on a regular basis to keep up to date on each
student. If a student should happened to get injured in an extra-curricular activity and cannot
participate in Physical Education for a period of time, this needs to be documented in order to
know when the student can safely return to Physical Education. Also, action plans need to be
filled out by a parent/guardian on a yearly basis in order for myself to become familiar with what
the students experiences. For example, if there is a student has Epilepsy their parent/guardian
will need to fill out the Seizure Action Plan. This will provide me with the information that I will

need to know for them to safely participate within Physical Education and what type of seizures
they have.
Auxter, David. "Physically Disabling Conditions." Principles and Methods of
Adapted Physical Education and Recreation. 11th ed. New York:
McGraw-Hill Higher Education, 2010. 472-75. Print.
Ways to Learn Students Name
Positive Classroom Rules
How to Write Positive Rules
Ms. Merrys Classroom Management Plan
Behavioral Rules (Hierarchy of Discipline):
As mentioned above, students will have a major role in setting the class rules; theorist
William Glasser determined that this is a good way for students to follow those rules. With
having the students having some say in what the rules are they are more likely to follow those
rules since they had a part in creating them. I will have the final say in what the rules of the class
will be, but I will take inconsideration the rules they suggested. At the end of the day the rules
that the students have set will be written/ typed up and displayed in the classroom. Also each
student will be provided with a handout of the rules that they will take home and share with their
parents/guardians and have them sign it the bottom portion of it and return it; then if I need to
contact a parent/guardian about disciplining their child, they know what the rules of the class are.
William Glasser also states that teachers should accept no excuses for student misbehavior, so
if the students know they are breaking a rule they know a consequence will follow.
Also on the first day of class, we will cover what the consequences and incentives are of
the class. Another statement that William Glasser states is that teachers must see to it that
reasonable consequences follow student behavior, good or bad. The consequences of bad
behavior will be set in a pyramid system; the student will start at level one and will continue to
move up the pyramid until the behavior is resolved. If the behavior is serious enough, for
example physically fighting with another student, the level at which the discipline can be
adjusted from level one. If there is a disagreement between two students they will have the
opportunity to work it out for themselves. This will allow them to develop their conflict
resolution skills; if needed I will step in. The discipline levels are listed below:
Level 1 Making eye contact with the student so they know you notice the
behavior
Level 2 Using a physical sign (walking near or giving the look to the student)
Level 3 Remind the student of the next discipline actions and class rule
Level 4 Loss of daily participation points
Level 5 Sit out of participation for 5 minutes
Level 6 One on one meeting with myself and parent/guardian contact
Level 7 Meeting with principal
Level 8 Removal from class
Levels six through eight are if bad behavior continues for an extended period of days and
talking to the student is not resolving the issue. My goal is to only contact a parent based on good
behavior and never because of a discipline reason, but it may happen. Students will also be
provided with a handout with the discipline levels that they will take home and talk about with
their parents/guardians; they must sign it and return it.

Students will also be aware of the incentives that they can earn through having positive
behavior. Each day I will monitor students interactions with each other and myself. If students
are working as a team, encouraging each other, not arguing, following the class rules, and only a
couple students need to be reminded of the rules (level 3 and under) then the students will earn a
star for that class period. Once a class has reached 20 stars they can then choose between two
activities for a free day. For example students could choose from playing swat ball or playing
mat ball. These stars will be placed on a poster that will be placed in the gym for the class to see
how many starts they need to get still. Each class with have their own poster so they can track
their progress, but will not know how close other classes are.
Another way I will encourage positive behavior is by letting the parents/guardians know
how the student is performing in physical education. This could be done in a few ways; I could
send an actual letter/postcard home to the students parents/guardians or just sending a quick
email letting them know how their child is doing in class. Another method would be to call the
parents/guardians. I will try to incorporate a few of these methods throughout the year so they
know how their child is performing. Parents/guardians should not just be notified if their child is
misbehaving, but also on the accomplishments they have during class. This will help build a
relationship with the parents /guardians too.
Positive Classroom Rules
Ms. Merrys Classroom Management Plan
Positive Reinforcement
Ability Grouping Expectations:
There is a wide variety of ways that I will incorporate into my class that will group
students up. A few examples are: toe-to-toe with a partner, same colored article of clothing, same
brand of clothing, counting students off, using an app, and using grouping cards. Grouping cards
are cards that provide several ways of grouping students up all on one card. The grouping cards
can be bought or can be easily made with some construction paper and then laminated. A few
ways that grouping cards can group students up are: color, shape, number, and letter. There are
also a few links hyperlinked below to provide some other creative ways to group students. These
are all excellent ways to ensure that students are always with different group members.
While students are in small groups or teams I expect all the students to participate to the
best of their abilities just like they would do without a partner. Each student will know what I
expect out of them in the very beginning of the year/semester and will be reminded throughout
the year/semester; they also know that if they get 20 stars they can then choose between two
activities for the following class. This should encourage all students to participate and follow the
class rules. Also I expect students in their groups to listen to each other, encourage each other,
and strategies with each other. If I notice that one student is the only one thinking of strategies, I
will encourage them to listen to ideas from their group members.
15 Quick and Creative Ways to Group Students
Fun Ways to Group Students
Non-Instructional Methods:
I will not be able to be in both locker rooms at the same time because of obvious reasons,
but locker room behavior is one thing that can affect how a student feels about physical
education. I will not tolerate bullying while in the locker room. In the beginning of the year, I
will go over what I expect while students are in the locker room. Each student will be provided
with a combination lock and are encouraged to use it; if something is stolen out of a locker

because the student did not lock it, it is there responsibility. Locker rooms will also be locked
during physical education class and will not be entered until class is over. Also there will be a
comment box located within each locker room; if a student feels threatened in any way while in
the locker room they can write their comment on a card. The cards will be collected at the end of
each day and will be addressed the next class day to all classes; if it is happening in one class, it
may be happening in another class as well. If it becomes too much of a problem I will talk to the
principle and have someone in each locker room to help manage behavior.
Students will need to be in the gym four minutes after the bell has rung. If students get in
the gym before the four minute bell they will be allowed to have some free time. They can play
around with the equipment in a safe manner. If I should see the students handling the equipment
in an unsafe/dangerous manner, they will lose this privilege and will then enter the gym and
stand on the baseline in alphabetic order. When the four minutes is up after the bell, I will blow
my whistle to get the students attention and yell, Line up! Students will then line up on the
baseline in alphabetic order so I can take attendance in a timely fashion. Once attendance is done
I can make any announcements that there may be and then move onto the warm-up activity.
As mentioned in the previous paragraph, students will enter the gym and will have the
opportunity for free time until I blow my whistle to take attendance. Then at the end of class,
students will gather equipment and place in at the baseline if I ask them too. Students will then
gather alone the baseline so I can handout take home assignments or remind students again of
any announcements. Once class has been dismissed, students will exit the gym and go to the
locker rooms and wait for them to be unlocked. Students will have the remaining 5 minutes of
class to change clothes. When a student is finished getting dressed they must exit the locker room
and wait in the gym until the bell rings.
Students are encouraged to bring a clear water bottle to class; that way if a student needs
to get a drink or I provide a quick drink break to the students they can get a quick drink and get
back to participating in the activity again. If a student does not have a water bottle, I will excuse
one student at a time to get a drink at the closest water fountain to the gym door. If I notice
students are taking advantage of this just so they are getting out of the activity, they will lose this
privilege. My students will be active every day and will become thirsty, so I would like to allow
one student at a time to get a drink. Students will only be allowed to use the restroom if its an
emergency; otherwise they should use the restroom before class starts. This will allow for each
student to get a high active time for each class.
In many activities there will be equipment that the students will be using. Each piece of
equipment will be checked before the students use it to make sure that nothing is damaged or
broken. Students can mess around with the equipment before class starts as long as they are
doing it in a safe manner. Then students will be using the equipment during game play; I will
cover how the equipment can be used in a safe manner. For example, in a field hockey unit the
students must keep the hockey stick below a certain height, knees, to make sure no one is
injured. If a piece of equipment gets broken the student must inform me right away; then they
can grab another piece of equipment. If they let me know it is broken I can either fix it or throw
it away when I get the chance. I will also have a notebook so I can write down when the
equipment was damaged, how it was damaged, and who damaged it. If a student is purposefully
breaking equipment, it may come down to the student paying for the equipment.
One portion of Jacob Kounins Discipline and Lesson Management Theory is effective
teachers have systems for gaining student attention and clarifying expectations group alerting.
My students will learn to wait until I say go until they start doing what I asked of them. For

example, in the beginning of the lesson I will tell the students, After I say go, you will go and
grab a pennie if you are on that team and stay on this side of the gym; other team go to the other
side and wait until I say we can start the game. This will ensure that students hear all the rules
and also know when they are allowed to do the following tasks. Next, the way I will get students
attention and stop an activity is by using a whistle. The whistle will allow each student to know
that I have a change of rules and I want them to stop and listen to what those rule
changes/modifications are. In the beginning of the year/semester I will explain what the whistle
means and we will practice what I want students to do when they hear the whistle. My
expectation are, when the students hear the whistle I would like them to put any equipment they
have on the ground by their feet, zip their lips, and look at me. This will ensure that I have all
their attentions and they can hear what I want them to do. If it is needed, we will practice this
throughout the semester until the students remember what the whistle means.
Locker Room Expectations Hillsborough Middle School
Locker Room Rules/Procedures Sunset Middle School
Getting Students Attention

Safety/Accident Rules and Procedures:

Located within the gym there will be a sign to tell where students should go in case of an
emergency, such as a fire or tornado. We will go over what and where students would go
depending on each emergency. For example, in a fire drill students will need to line up at the
door, calmly walk to the designated area, and remain quiet and in a line. This will always be
located on the gym wall to be referenced to and we will practice it. That way if there should
happen to be a substitute teacher and there is a weather emergency, the students will know what
to do and can assist the teacher. I will also have a gradebook or iPad with me at all times; then if
there is a fire drill I can take attendance and make sure that everyone is accounted for.
If an injury should occur in class, I want my students to stop playing immediately and
listen to a code color to determine what they should do. There will be three levels depending on
the severity of the injury. Code Yellow is the lowest level this is where a student has received a
minor injury, so the other students can move to the other side of the gym/field and continue
participating in the activity. Code Orange is where the injured student has received a mild/serious
injury such as a severe sprain or broken bone; other students will stop the activity and then
moved to a designated area and sit until the injury is under control. Lastly, Code Red is the most
severe; this is where the student has gotten an injury and there is blood visible or a severe injury.
In this case, the other students will sit down right where they are until the blood is covered and
cleaned up or another school staff member has arrived to help control the situation.
Code Red
Code Orange
Code Yellow

Serious Injury or Blood Visible Immediately stop and sit down

Mild/Serious Injury Stop activity and move to designated area and sit down
Minor Injury Move to other side of gym/field

If I should happen to have a student within my class that has Epilepsy that experiences
tonic-clonic seizures, there will be certain procedures that the students will need to do. This
would fall under the Code Red because I will need to focus all of my attention on that one
specific student until the seizure stops. This will be something that will be practiced because it

could occur at any time and should not scare any of the students. If/When this should happen I
may have different students be accountable for getting certain things/people. An example of this
would be to have a student run to the office and grab the principle or school nurse to come into
the gym assist if there are complications. Another example would be to have a student get a
blanket for when the seizure is over to cover the person up to cover up any bodily fluids. If a
student was not told to do anything, they will remain seated until the situation is under control.
If we happen to be having physical education class outside because the weather is nice, I
will have my personal cell phone and also a radio if the school needs to contact me or I need to
contact them. Another thing I will have with me is a small first aid kit in case a student receives a
Code Yellow injury. If the injury is more severe I will have my phone and radio to contact
personal within the school.
Lastly, if there is an intruder in the building the school will go into lockdown. While the
school is in lockdown the doors of the gym will be closed and locked. No student will be allowed
to leave the gym until the lockdown is over. While in lockdown I will take attendance to make
sure every student is accounted for. If we happened to be outside while a lock down is taking
place, I will radio into the school letting them know that we will head to a designated safe area
that will be determined early in the school year. I will then radio back to the school letting them
know we reached the safe location and everyone is accounted for.
Safety/Accident Plan
Tornado Protocol
Lockdown Procedures
Class Procedures Document
Communication with Parents:
Communicating with parents/guardians is a big role of a teacher; if the parents/guardians
know what their child is learning can affect how a child looks at an activity. For example, if the
students are learning about Ultimate Frisbee maybe the parents/guardians can go outside and
throw a Frisbee around with their child. This may be an activity that the student may really enjoy
because it is something that they can do outside of class. Therefore, there are several ways that I
will communicate with students parents/guardians.
One way that I will communicate with parents/guardians is by sending monthly
newsletters home with each student. Within the newsletter it will outline what activities that the
students will be participating in and any special events that are occurring. Also the newsletter
will include my email address for parents/guardians to contact me with any questions or concerns
they may have. An example of a monthly newsletter is hyperlinked below.
A second way I will communicate with parents/guardians is though the school website. I
will update my personal site on a regular basis; maybe once every other week. This will have the
information that each class will be doing more specifically, rubrics, class rules, and other
information that I find that the parents/guardians should be aware of. The website will also
include any activities outside of school that may interest students and parents/guardians.
A third way that I will communicate with parents/guardians is by being involved outside
of school. This may be by attending extra-curricular activities, assemblies, and other events put
on by the school. I will also volunteer to help out with events that may need help. If
parents/guardians see me out in the community and being active with school events it will build a
better relationship because they can witness that I do care about their students and want them to
succeed in whatever they do.

Also mentioned earlier, I will notify parents/guardians about their child several times
throughout the semester. This will be done by sending letters, emails, and phone calls to let the
parents/guardians know about their childs behavior. These notes will be personal to each student
and talk about specific things they have done. For example, maybe the child has become more
proficient in their fitness test, or using the correct form while shooting a basketball, or anything
else within physical education.
Building Parent-Teacher Relationships
Example of a Monthly Newsletter - Lawton
Parent Relationship Ms. Merrys CMP
Grading Plan:
Students will be graded on three main areas within the physical education class; these are:
daily participation (60%), assessments (30%), and assignment (10%). Students will be given
daily points and these will be outlined on a rubric that will be provided to students on the first
day of class. The daily points will be involved being in the gym on time, engaged in the activity
for the day, meeting the active time, and being ready for class.
A second way is by having the students wear Screaming Orange Pedometers on a weekly
basis; it may only be two or three times a week, but will be used to assess students participation.
Students will need to get at least 25 minutes of active time to receive the most points; the points
a student will receive will be described on the take home rubric. According to
humankinetics.com students should get thirty minutes of moderate activity on most if not all
days of the week. Requiring the students to get at least 25 minutes of active time will ensure
that students are getting close to the required amount of active time within the lesson. This also is
a part of Jacob Kounins Theory; this holds students accountable for a portion of their grade.
Students will know that if they want to get in the highest rubric column they must have a least 25
minutes of active time and if they dont reach that their grade will be slightly affected.
Another way that students grades will be determined is by assessing skills within each
unit. An example of this is using correct form while shooting a basketball. The assessment may
occur at the beginning and end unit to see if the students progressed throughout the unit, or it
may just occur at the end of the unit. Students will also take short quizzes and tests to see if the
students understand the rules and objectives of the unit.
Next, students will be graded on the homework that will occur both inside and outside for
class. The homework may just be to write up a reflection connecting how the skills can be related
to everyday life or reading the rules of the next unit. There will not be homework every day, but
when there is I expect them to have it done.
The overall weight of each unit will be determined by the length of the unit. If the unit
lasts for only a few days it will not have as much weight as a unit that last a week or longer. The
larger unit will have more things to assess than the shorter unit.
Physical Education Grading - Jackson Elementary School
Physical Education Grading Scarsdale High School
Physical Education Grading Platteville High School
Research on Pedometers use in Physical Education Class
Weebly Web Address: http://middlesecondarymethods-cmp.weebly.com/