Classroom Management Plan

Rules:
1. Respect and tolerance for others.
2. Push yourself to perform better than you thought you could.
3. Take responsibility for your actions.
4. Encourage others with positive remarks; our classroom is a family!
5. Follow the requirements of the school handbook.
Consequences of choosing not to follow these rules:
1. Non-verbal warning
2. Calm but firm verbal warning encouraging you to reflect on your
actions
3. Private discussion, explaining why she/he is getting this talk and
encouraging the child to talk it out.
4. Write a letter home but allow the child one more chance to own up
to his/her actions before sending home.
5. Send letter home.
I believe there is a reason behind incidents caused by students. Students
should have a chance to speak their mind and eventually take
responsibility for his/her actions. The consequences are designed as a
guideline to match the rules I have set forth. Every situation is unique; if a
situation is severe proper actions will take place, according to the student
handbook.

Classroom Management and Organization

Management and Organization:
Classroom rules, procedures and consequences will be expressed
on the first day of school and strictly enforced throughout the year.
A seating chart will be assembled based on the interests of children
(favorite food, movie, song, etc.). Specific needs and prevention of
discipline will be concerned when finalizing the chart.
Lesson plans will be prepared in depth with each individual child in
mind.
Lessons will be connected to prior knowledge; filled with various
learning methods; related to the past, future, and other material.
The class will be designed to meet all requirements of the state of
Michigan standards. Appropriate evaluations and assessments will
be given to meet the standards.
A weekly assessment of character (Character Counts) will be sent
home, allowing for parents and children to be aware of
performance other than grades in school.
Expectations of the teacher:
The teacher will demonstrate all behavioral expectations she/he
expects of the children.
The teacher will be prepared (understanding content, expecting
the unexpected, etc.) for daily activities.
The teacher will convey enthusiasm for subject matter.
The teacher will be available inside and outside of the classroom.
The teacher will respect the needs of students, emotionally and
academically, and adjust daily plan accordingly.
The teacher will create and classroom environment conveying
success, enthusiasm, and teamwork.
Expectations of the student:
Students will have tolerance for classmates and the teacher.
Students will come prepared to class, mentally and physically.
Students will trust that the teacher and peers in the class will support
him/her.
Students will abide by the rules provided by the teacher.

Procedures
Beginning the class:
A morning message will be written on the board as the students file
in, students are expected to turn in his/her homework and be
working on the morning message when the second bell rings.
Attendance is to be taken after the bell rings while students are
working on the morning message.
Daily plan is discussed, and questions about content are
approached in a morning meeting.
Moving into the lecture/lesson:
The teacher will ask students to pull out the appropriate materials
for the next lesson and share a quick personal story to get the
students focused.
Various transition activities such as yoga, dancing, brainteasers, etc.
will take place to keep children on track.
All students are expected to use appropriate judgment when
leaving his/her seat to use a tissue, wastebasket, or sharpen a
pencil. Appropriate times will be discussed on the first day of school
and as they arise.
Students should expect and be prepared for random selection
when checking for understanding throughout the lesson.
Group and independent work:
During independent work students are expected to work alone with
minimal talking.
When finished with work students must assist those who are in need
of help near them. After they have helped others they may work
on other assignments.
The teacher is always available during independent and group
work.
During group work, students should work hard to finish the
assignment then talk about things other than the assignment.
Homework, quizzes and tests:
Students will have 5 days to turn in any late assignments, unless the
assignment has been introduced more than a week ago (book
reports, final projects, etc.).
Students will be expected to make up missed quizzes/test the
following recess.
Students will be fully prepared to achieve an 80% or better no
matter how many questions answered or ways of learning it takes to
understand.

Leaving the room:

Students will line up at the door. The teacher will turn the lights off,
stroke a wind chime and discuss where they are going and the
expectations then lead the students out.
Students are to understand that they represent the classroom even
when they are outside of the room and therefore must respect the
surroundings and other students.
Ending of the day:
Students and teacher will look over the homework as a class and
discuss any tricky parts. Questions may be asked.
Discuss what they did today, what they liked and didnt like. Discuss
what will happen tomorrow.
Have a clean up competition to make the room cleaner than it
was that morning.

Classroom Discipline
Minor disruptions:
To deal with minor disruptions such as small talk or lack of attention I
would ignore the action, unless it is affecting others. If affecting others I
camouflage the discipline by walking near the problem or touch the
children on the shoulder while giving the lesson. If the minor misbehavior
continues, I will incorporate his/her name in my lesson while making eye
contact to grab attention. If this does not work I will get the students
going and talk to the child on his/her level and allow them to reason why
they were talking and take responsibility for the action.
On-going discipline issues:
To handle on-going issues I would talk to the child outside of class,
making sure the student is not embarrassed to be held back from recess
or lunch. I will give the child a chance to talk to me and discuss issues
they wish to discuss. During the first talk the student will be aware that this
behavior will be recorded on his/her character counts sheet if they
cannot own up to the misbehavior. If a child cannot own up to his/her
actions and tell me they will stop, I will record the incident on the
character counts sheet and change the seating arrangement, if
appropriate. The other students, not even the convicted child, would not
know that the seats are changing because of the incident. Following
these actions the parents will be contacted, after yet another talk with the
student, and a plan will be devised.
Aggressive and violent behaviors:
In event of violent behavior I would first try to calmly escort the child
into the hallway, away from the situation. If willing to talk I will allow them
to express why they acted out, hopefully calming them down. I would
then escort them to the office, only if the child was not calm. If a child
were to have a weapon I would calmly ask the child to put it away, I
would then tell my students to get started on a project or call in another
teacher, while I escort the student with the weapon down to the office. If
the weapon were something small, such as a knife, I would ask the child
to give it to me so that it was not in the students possession.