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My Personal Classroom Management Plan

My Personal Classroom Management Plan

Following the American Psychological Associations Guidelines
Bryan Beck
Texas Womans University

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My Personal Classroom Management Plan

Section 1
There has to be a plan. To be without a plan would be disastrous. One cannot
expect for everything to run smoothly if there is no forethought. Actually, it is realistic to
assume that many things will go poorly without a plan. This is why football teams
practice multiple times before a game. They practice specific plays and analyze the
opposing teams videos to study their tactics. A football team will have a meeting in the
locker room before the games begin to review everything they have learned. During the
game, they will meet in a huddle to call each play or to counter the opposing teams
offense. Imagine how poorly any football team would perform without having any plans
for their game. Now imagine how much better they would do when all team members
follow a pre-set plan. Their communication and strategies would be streamlined and
flawless. The team would be prepared to counter any move that the other team makes
and I think the prepared team would be much more likely to win the game.
The same is true when it comes to teaching. As a new teacher, I will have a lot to
learn. I will have plans on how I will organize my classroom and conduct classroom
management, but these plans will change as I experience what works well and what
doesnt. I will need to be flexible with my plans during my first few years as a teacher
and systematically evaluate my strengths and weaknesses. I will need to have a plan for
my classroom in an effort to create a safe and enjoyable educational environment for
my students. In order to have an opportunity for success and make improvements for
the future I will need to have a thorough plan for classroom management. Without a
plan for how to run my classroom and enable each student to learn, I will never have a
chance to succeed.

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My Personal Classroom Management Plan

This paper is the result of my personal studies on how to be an effective teacher.

This is my plan for entering into the classroom and being the best teacher I know how to
be. Again, I assume that my plans will call for change from time to time as I see what
works and what doesnt work. This paper will cover my philosophy for classroom
management, the ethical standards that I will uphold, the most basic responsibilities as
a teacher when managing a classroom, what I expect from my students, the incentives I
will use in my classroom management plan, appropriate interventions to be used with
students, and the guidelines to be used when making an office referral. I will also
describe my ideal classroom layout and an example of the rules and procedures I will
use in my classroom. I have carefully planned out the classroom management strategy
that I will use with students and will continually improve my plan as I receive more
experience.
Philosophy of Classroom Management
I believe that all students are capable of learning and that it is my duty as a
teacher to provide them with the best opportunity in the classroom for them to be able to
do so. I believe there need to be clear expectations and consequences in the form of
rules. Students can choose correct behavior when they know what is expected of them.
I believe that classroom management has to be flexible as well to meet the needs of
each student. On the discipline inventory outlined by Wolfgang (2009) I believe that I
must address behavior issues with the least amount of Teachers Power first and
escalate to the higher levels only when needed. The first thing I will do is look (show the
students that I am aware of the situation and allow them to try to resolve the problem)
and name (identify the students actions verbally and give another chance for the

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My Personal Classroom Management Plan

student to resolve the problem). If the problem has not been resolved, I will continue to
the next level of power by questioning (asking the student directly to identify the correct
behavior and to act in that way). If the problem still has not been resolved, I will need to
give the student a command (tell the student what to do to correct the behavior) and act
(give consequences) if there is still no resolution (p. 1-3). As a teacher, I hope to be
encouraging to my students and help them be excited about their future. I hope to
develop strong relationships with each student in order to communicate this with them.
If my students can see that I genuinely care about their lives, then we (teacher and
student) can address behavior issues when they arise and continue to learn in a safe
environment.
Ethical Standards
I will present and conduct myself in an ethical and professional manner by
knowing and following the Texas Administrative Code of Ethics and Standard Practices
for Texas Teachers. I will live my personal life in a manner that shows good moral
character and will do my best to be a good role model for students. I will follow all laws
and school guidelines. I will conduct myself in an ethical manner with my colleagues by
practicing honesty and discretion. I will behave in an ethical manner toward students by
treating them with respect and asking them to behave similarly. All communication with
students will be appropriate and for the purpose of learning. I will exercise due diligence
over students by following certain steps when attempting to resolve an issue. If those
steps have been documented and the issue remains, an administrator will need to be
involved to properly solve an issue. I will keep students from being exposed to
intentional embarrassment or disparagement by protecting them from bullying from

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My Personal Classroom Management Plan

other students and by speaking to them in a caring way, never insulting or belittling
them. I will keep student information confidential by keeping it behind locked doors and
only sharing the information when required or permissible by law.
Teacher Responsibilities
I will help the students create classroom rules at the beginning of the year. I will
review the rules often in order for the students to know them by heart. Rules will need to
be simple but identify important characteristics that the students should demonstrate (ie:
I will respect others at all times, I will practice cooperation and teamwork with my
classmates.) I will speak softly to students and treat them kindly. When there is a
behavior problem in the class, I will speak to students in private in order to not humiliate
them. I will review the class rules with the student and give the student a choice in his
behavior. I can use "I" messages to help the student see that his behavior can affect
other people's feelings and encourage the student to express his feelings as well. I will
use eye contact and attempt to show the student that I care for him. The student and I
can create a no-lose (or win-win) situation and the student can choose to improve his
behavior. I will always have a positive comment towards the child somewhere in the
conversation to encourage good behavior.
Student Responsibilities
Students will create classroom rules with my assistance. The rules will need to
be simple but thorough. Each student will know and understand the rules and students
will have a choice over their own behavior. If a student misbehaves, I can offer the
choice to correct their behavior and continue on with class with no consequences.

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My Personal Classroom Management Plan

Students will see correct behavior that I model and will be rewarded for using good
behavior. In this way, students will learn problem solving strategies and monitor their
own behavior. Students will use "I" messages to share their feelings with myself and
classmates whenever there is conflict.
Rules and Procedures
I will help the students create classroom rules at the beginning of the year. I will
review the rules often in order for the students to know them by heart. Rules will need to
be simple but will identify important characteristics that the students should demonstrate
(ie: I will respect others at all times, I will practice cooperation and teamwork with my
classmates.). A number of consequences can be used when a student fails to correct
his behavior when the rules are broken. I will first review the rules with the student
through a verbal reminder. If the student does not correct his behavior, his name can be
written up. If a student's name is written up three times, he will lose a privilege. This can
be missing recess, or staying after school to finish an assignment. Having his name
written up can also constitute a phone call home. On the other hand, the class and
individual students will have the opportunity to earn a reward when they demonstrate
good behavior. In this way, students will choose to have good behavior rather than bad
behavior.
Incentives
Students can be given special incentives for having good behavior. Students can
earn extra privileges, and gain rewards on a class and individual level. In this way, the
students demonstrating correct behavior will be rewarded. Even when most of the class

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My Personal Classroom Management Plan

is not following directions, the students who are doing what they are supposed to can be
complimented or rewarded. In this way all students will see that having good behavior
will benefit them personally. Another incentive could be the absence of consequences if
students are behaving correctly. Students can avoid repercussions by following the
rules. Students will always be given a chance to correct their own behavior before
consequences are given. The ability for students to make decisions about their own
behavior is empowering and will help build each student's moral character. Students will
not only have correct behavior because of a reward/ punishment system. Students will
learn to choose correct behavior for personal growth and the benefit of all.
Interventions
A number of consequences can be used when a student fails to correct his
behavior when the rules are broken. I will first review the rules with the student through
a verbal reminder. If the student does not correct his behavior, his name can be written
up. If a student's name is written up three times he will lose a privilege. This can be
missing recess, or staying after school to finish an assignment. Having his name written
up can also constitute a phone call home. When a child misbehaves I will first make eye
contact with the student to see if the student will correct his own behavior. If he
continues to misbehave I will speak privately with the student to remind him the class
rules and to offer a few choices. If the student chooses to continue to misbehave,
appropriate consequences can be given.
Referral Guidelines

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My Personal Classroom Management Plan

When the interventions mentioned do not work, and the student continues with
the disruptive behavior, the student will be sent to the office. An office referral will only
be made when the child's behavior would warrant it. If at all possible, I should try to
manage the student's behavior within the classroom. The student's behavior should
always be documented and if an office referral is made the documentation can be
shown to the administrator. If a student ever puts himself or others in danger, an office
referral will be necessary and done immediately. For all other office referrals, the
student would have to choose to not follow the rules and receive the appropriate
consequences before being sent to the office.
Conclusion
Having a detailed plan for classroom management will help me immensely as a
new teacher. The first few years will be difficult and I know I will continue to improve my
plans as I go. I am looking forward to diving in to teaching and learning from other
teachers as well. Without this detailed plan, I would have so much more stress when
thinking about managing a classroom. I feel like I have learned many strategies and
techniques to be an effective teacher and I understand that it needs to be a process of
lifelong learning.
References
Wolfgang, C. H. (2009). Solving discipline and classroom management problems.
Hoboken, NJ: John Wiley & Sons, Inc.
Texas Administrative Code of Ethics and Standard Practices for Texas Teachers
(2010). Retrieved from:

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My Personal Classroom Management Plan

http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rl
oc=&p_tloc=&p_ploc=&pg=1&ti=19&ch=247&rl=2
Classroom USA scenarios retrieved from:
https://twu.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1
&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCours
e%26id%3D_105882_1%26url%3D
Classroom Layout website:
http://aft.org/yourwork/tools4teachers/classmgt/arranging.cfm
Section 2
Classroom Architect Classroom Layout
Please see the classroom diagram below. It includes an overhead view, an angle
view, a view from the door, and a view from the teacher's desk.

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My Personal Classroom Management Plan

In creating a classroom that is inclusive of all students, I chose to arrange the

student desks in groups of four in a "U" shape. All students can see the white board and
projector at all times. Some may need to swivel their chairs, this is one drawback to this
arrangement. I would encourage left handed students to sit on the left inside desks and
right handed students to sit on the right inside desks. In this way, these students will be
able to swivel to see the board but continue to be able to write easily with their dominant
hand. Students will be able to work in groups of four for easy management and to
remain flexible when a student is absent. Students can also work individually at their
desks and dividers can be put in place if needed or helpful. I have the ability to make
eye contact with all students and can easily walk around to each group to monitor work,
assist students, and manage the classroom. The projector and white board are located
at the front of the room where whole-class instruction can be done. The teacher's desk
is in the right corner for easy access of materials and for the teacher to be able to
supervise activities near-by. There is a trash can, pencil sharpener, and phone in that
same corner to allow students to use only with the permission of the teacher. A trash
can at the rear of the room allows students to throw items away during class (with
permission to leave their seats) or on their way out of the classroom. There are six
computer work stations on the right wall. This will allow students to research or work on
projects during specific times. Not all students will be able to use the computers at once
so I will need to create a rotation pattern for some students to work on the computer
while other students work on other projects. One fourth of the class can work on the
computer while three fourths of the class participates in other activities such as
independent reading, group reading, writing assignments, or special projects. Three

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My Personal Classroom Management Plan

tables in the back allow for students to work in larger groups and to have a change in
routine from sitting in their assigned desks. Two large bookshelves are located next to
the door on the left wall. This allows for the students to leave the bulk of their personal
items other than what they need for specific times. I will need to have set rules for when
students can leave their seats to get things from the book shelves. There are three large
area rugs. The circle rug in the bottom left corner allows for group reading and
movement activities. The oval rug in the top left corner will allow for individual reading
(reading corner). This would be a good area to put bean bags, couches, and comfy
furniture. The square rug in the front of the room surrounded by the desks can be used
for performance activities such as student reports, short plays/skits, or group
demonstrations. Two windows on the left side allow for natural lighting and a minimal
distraction for students working at their desks. Cork boards are placed around the walls
of the room. I can place motivational education posters and specialized bulletin boards
around different work stations. Also, there are enough cork boards for students to have
an assigned space to showcase their work. This will help students take ownership of
their work and be proud of their success. The overall classroom layout is safe and
accessible at all times. Students have access to different materials and technology
which will allow for differentiation in instruction. It would be good for me to have more
storage space for materials (other than at the desk) and possibly a closet to keep
certain materials locked up or out of sight. This classroom setup is best suited to meet
the needs of upper elementary or middle school students.
A Few Examples of Rules/Procedures
4th Grade Classroom

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My Personal Classroom Management Plan

1. Use of Room Areas

a. Entering the classroom (morning)
i.

Students must use a voice level zero at the door before

entering the classroom.

ii.

Students will turn in homework at the box on the left side of

the door.

iii.

Students will take their seat and work on independent

reading or writing.

2. Use of School Areas

a. Fire and disaster drills
i.

Students will identify alarm type (fire, tornado, lockdown).

ii.

Students will calmly and quietly move to designated area for

the type of drill.

iii.

Students will follow directions given by the teacher or staff

member.

3. Instruction/Whole-class Activities/Seat-work
a.

Cues for commanding student attention

i.

Teacher will raise open hand signifying a voice level zero is

needed.

ii.

Students will stop talking and raise hand when they are
quiet.

iii.

Once the entire class is quiet and holding up their hands,

students will listen for directions from the teacher.

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My Personal Classroom Management Plan

4. Small-Group Activities
a. Expected behavior while in small groups
i.

Every student in each group will participate.

ii.

Students will listen while another student is talking and will

take turns talking.

iii.

Students must raise hands for assistance needed while

working in groups.

5. Student Work/Assignments
a. Where to turn in assignments/homework
i.

Students will turn in homework at the beginning of each day

in the box to the left of the door when they enter the
classroom.

ii.

Late work must be turned in directly to the teacher to be filed

correctly.

iii.

If you were absent, check the absent folder to see if any

assignments need to be made up.

6. Field Trips
a. Permission slips/collecting money
i.

Students must turn in permission slips AND money (if

required) at least two school days before the field trip.

ii.

Students must place money in an envelope with their name

on it using exact change.

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My Personal Classroom Management Plan

iii.

Money should be turned in to the teacher at the beginning or

end of the day (not during instruction time).