Classroom Management Plan

I. Classroom Arrangement

In order to maintain a positive classroom environment and maximize instruction, careful planning of the
classroom room arrangement must take place prior to any other aspect of instruction. I feel that accessibility to
materials and resources is very important as this promotes independence and a feeling of greater involvement of
their own education through a variety of choices. A sense of community can be developed and strengthened
when a class is arranged with this in mind. As a new year begins, it is a good idea to have the students involved
in the process of arranging the room, thus developing feelings of community right away. Students should feel a

part of a team, and by having a say in where materials and furniture should be placed, this can instill pride in
their classroom. This will increase students enthusiasm and motivation.
The way in which my room will be arranged promotes collaborative learning and a feeling of
community. I will place the students desks in small groups and redo the seating chart once a month so that
students are not working with the same students all year. There is enough space between each group and
between the groups and work stations/reading center to promote accessibility but not overcrowded and free of
congestion. Each group of desks will have a caddy in the center that includes pencils, glue sticks, crayons, and
markers. During our weekly class meetings, we will decide as a group whether or not we should rearrange any
furniture after discussing what is working and what is not and making a list.
Another area to consider as the room is prepared is to include visuals: bulletin boards, maps, globes, and
a large calendar. I would ask for student involvement and may form a visual aid team to assist me with a
monthly bulletin board display as well as one I would complete. My personal touches would include a few
plants, a small fish aquarium, and two or three educational posters appropriate to this grade level.
A reading corner will include a large bookshelf or two, organized based on genre, and a sofa, two
beanbag chairs, and rug. The technology center will be in a separate area that will have three computers with
headphones. I will store the Wii game system and games in a locked cabinet to use on Fun Fridays as a reward
for good behavior (no more than twice a month). The games will be educational. The list of approved websites
will be posted above the computers. In a back corner, a horseshoe table is placed with five to six student chairs
for small group instruction. This is to be utilized mostly when we have timed centers but also to meet with
students for conferences. My chair will be facing the class in order to observe students I am not working with.
The type of arrangement I have planned supports both student learning and my teaching. My desk will
be placed close enough to monitor and observe students easily. Most elementary classrooms contain a long
counter with cabinets and a sink. This is where all student supplies and materials will be placed, as well as extra
soap, tissues, and cleaning supplies. The Smartboard and chalkboard is directly in front of the student desks as

this is our focal point for small and large group instruction. I will place recycle bins for paper and plastic near
the wastebasket beside the door to the room. A checklist will be utilized throughout the entire

process, making additions and checking off items (supplies, materials, furniture, etc.) once they are placed in
specific areas. In conclusion, I plan to maximize all space in my classroom, making adjustments when needed,
and keeping student learning a priority.
Sources:
www.4teachers.org, Classroom Architect
Herrell, Adrienne L., & Jordan, Michael. (2007). Thirty-five Classroom Management Strategies: Promoting
Learning and Building Community. Pearson Education, Inc., 12-14.
II. Classroom Rules
The following rules will be listed in large letters on a poster located on wall near right side of smartboard so that
it is clearly visible with bright colors:
1. I will treat other students and my teachers with respect at all times.
2. I will come to school each day prepared.
3. I will keep my hands, feet, and objects to myself.
4. I will walk quietly in the hallway.
5. I will always raise my hand to ask a question or make a comment.
Student input will be a part of forming my rules; class discussions will take place during the first two days of
school to form our rules. Class to discuss after two weeks to see if revisions or additions need to be made.
My consequences for breaking these rules are as follows: (also posted on wall beside rules)
Violation #1:
Violation #2:
Violation #3:
Violation #4:
Violation #5:

Verbal warning
Quiet writing for 5 minutes and 5 minutes off of recess
Quiet writing for 10 minutes and 10 minutes off of recess
Quiet writing for 15 minutes/no recess/phone call to parent
Sent to principals office

Quiet writing will consist of the student reflecting on his/her own behavior. They will have time to think about
why they feel they violated the rule, and how they might have made a better choice that would have prevented
them from violating the rule, thus preventing me from sending them to the calming down spot/quiet writing. I
would explain that they should think about their feelings and emotions and how they could make improvements
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or why they believe they didnt break a rule. These instructions may be reworded and posted above the desk
that will be the calming down spot near a corner of the room.
My goal when enforcing appropriate behavior is to strengthen and reward the good behaviors. As students
understand incentives and rewards such as Fun Friday, these positive reinforcements will hopefully speak
louder and students will learn that I will place more emphasis and recognition on positive behavior. I will
always try to have clear expectations from the start and make sure there is understanding of the rules.
To practice, model and teach my rules, I would first begin by repeating the rules several times every
morning for the first two weeks of school together with the students. To make sure they understand my
expectations, I would ask them if they understand after reviewing each one, and give examples of how someone
might break each rule. Being fair and consistent with each student is very important as this earns respect and
creates a more peaceful learning environment. When someone violates a rule, I will refer to the poster and
explain what they did wrong. This might occur several times the first month of school, and realizing this should
reduce the number surprises to make a smooth transition into a new school year. I will also send a copy of the
rules and consequences home for parents to sign and return. They need to be informed to reduce any
misunderstandings that might occur. I will always maintain a consistent message about the class rules, making
many observations while enforcing them. Students are very perceptive I have learned, and will pick up on any
weakness related to rule enforcement. If the need arises to replace or change a rule, I will explain why I am
changing it and make sure they understand the new rule. By reinforcing rules daily, always explaining the
reason why students violate a rule, and being fair, I feel integrity will be modeled by me, and mutual respect
will be evident.
Sources:
Hardin, Carlette Jackson. ( ). Effective Classroom Management: Models and Strategies for Todays Classrooms.
Pearson Education, Inc., 38-51.
McLeod, Joyce, Fisher, Jan, & Hoover, Ginny. (2003). The Key Elements of Classroom Management:
Managing Time and Space, Student Behavior, and Instructional Strategies. Association for Supervision
and Curriculum Development, 74-93.

III. Forbidden Behaviors

Each school system has a set of policies, rules, and consequences for violations to ensure a safe school
community for everyone. Students are expected to comply with rules and regulations, to protect school
property, rights of others, while obeying the law. An example of a student violating a school policy and how I
would handle this situation is given next. If a student in my class was using profanity and verbally abusing me,
I would immediately need to take action. This type of behavior interferes with teaching and student learning
and needs to be dealt with as soon as it occurs. Scenario: if a student stands up and cusses at me, then storms
out of the classroom, he/she should be given an office referral. I wouldnt be able to leave my room to find him,
so I would need to call the office to let them know of the incident. I would send a student down with the written
referral in an envelope. If he gets suspension, then I would have a plan as how to respond to him once he is able
to return to my class. I would meet with him privately to communicate that as long as he can promise to me that
he will keep himself under control, I will move one and not bring it up ever again. This way, class is not
disrupted and we can both begin with a fresh start, letting go of any anger or hurt feelings. I would treat him
with respect throughout the ordeal, and never make a joke about it or embarrass him in front of his classmates.
Situations should be handled as though they are volatile and can escalate at any moment, while avoiding power
struggles.

IV. Classroom Procedures

To accomplish the many tasks within the classroom each day, procedures and routines must be created for
expectations and goals to be developed. As students learn these procedures and how the class will operate, there
should be few interruptions.
Mrs. Hambys classroom procedures:
A. Beginning of Each Day:
1. Students are greeted; they are instructed to hang up book bag, sharpen pencil if needed and take their
assigned seat.
2. Begin warm-up that is posted on Smartboard, remaining quiet
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3. Taking attendance: in attendance book, I will refer to my seating chart as I look at each group of desks. I will
call each name outloud, having them say here, or yes. Then, I will mark one diagonal line for any absent
student. If a student comes in late, I can make a partial line to create a partial X. Students who bring in an
excused note, they can have a full X for that day. This way, I could quickly look at a students records to see
when they were absent, and whether or not they came in late and had an excuse. I would next have a student
take the attendance record sheet to the office (students chosen at random each day and will not be my busy bee
for the week.
B. Procedure for Quieting Class:
1. Students should respond after I say: 1, 2, 3,, they reply by saying eyes on me. (I have a bell I ring
whenever this is not effective - if I have to ring 3 times they will have recess taken away, sitting at their desks
doing seat work.)
2. At this time, I give instruction to freeze, giving me their full attention, while checking for understanding
3. As I proceed, observe any student who talks while I am talking. If they continue to talk, I give a verbal
warning. They will have violation #1 if they keep talking and 10 minutes off recess if this occurs.
C. Procedure for walking in hallway
1. The line leader will be instructed (different leader each week) to stand at the door
2. Then students that have been numbered 2s, 3s, and 4s will line up next. (Each Monday morning, students
will number off)
3. Students to remain quiet and in line the entire time they move from class to lunch, recess, resource, etc.
4. Students who talk or get out of line, move to the end of line for the rest of the day
D. Procedure for Movement within classroom
1. Students to ask for permission when needing to use restroom by raising hand & crossing fingers
2. Raise hand when needing to sharpen pencil, retrieve supply or to get water/wash hands
3. Only one student at a time can be up getting water, washing their hands or sharpening pencil. Only one
student at a time will be allowed to go to bathroom.
E. Procedure for small group/center rotations:
I will first discuss my expectations and procedures for small group/centers and rotations with the class sitting on
the rug. The purpose and concepts of each to be explained, as well as the logistics such as time spent and how
many students will be at each center. I will ask for feedback so they can help me decide what exact work will
be done, and how they will clean up and store materials.
1. I will create a record sheet for each center similar to the one on pg. 151 of our textbook, but will start out
simple, having 4 or 5 centers for the first month of school. Each student will have a record sheet for each week.
2. Center posters will be laminated and posted at a visible location near each center. These will include
maximum number of students allowed at that location, and explicit instructions depending on what is going to
be completed and learned.
3. Explain material storage and clean-up: show students where materials are stored and which specific supplies
and materials are going to be used
4. Monitor center work and redirect students when necessary. Remind students of their responsibility and that
center time is not play time.
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5. Rotating to each station: I ring loud bell after 20 minutes until all students have been to each station. This
will occur twice a week, on Tuesdays and Fridays with 10 minute review time before each day of small group
time.
F. Procedure for cooperative learning:
After carefully planning students roles in groups and purposes, I will explain these to the students and what
specific needs/goals are for projects.
1. Assign students to groups and give each group an assignment chart similar to pg. 196 of our text book. Each
group will have a leader, recorder, materials clerk, and a cleanup manager. My first month of school will
consist of 4 groups of 4 students, with one group having 5 students. Students to rotate roles each time we have
group work (once per week).
2. Explain roles and check for understanding. As they begin working, I will monitor closely and intervene
when needed to re-explain any procedure or routine.
3. Monitor performance, and ask if there is anything they need help with.
4. Evaluate process and take notes. This is an important step, since information can be included in the students
portfolio.
5. Provide positive feedback to students, being specific as to what was done well, and how.
G. Procedure for End of Day:
1. Retrieve agenda to write down any homework assignments (students to write)
2. Pack up quietly; girls first then boys (alternating every other week)
3. While waiting on bell to ring, they work on choice activity listed on Smartboard (activities and/or games that
relate to curriculum/lesson or further explain/extend the recent lesson)
Teaching/Modeling/Reinforcing Procedures:
Using a 3-step approach to teach, model and reinforce procedures consist of:
Step 1. Explain by introducing the procedure by helping them to remember each step.
a. State the procedure and purpose
b. Explain importance of procedure and the steps involved
c. Demonstrate procedure for students; using visual aids to help with recall of what is necessary to
execute procedure
Step 2: Rehearse procedure
a. Ask individual students (by calling on them by name) to re-state procedure back to me
b. Ask individual students or whole class to practice procedure correctly under my supervision.
*Rehearse as many times as needed, especially during the first two weeks of school
Step 3: Reinforce procedure
a. Practice and rehearse as many times as possible (again, many times during the first two weeks of
school) until it appears that it has become habit
b. If they perform any part of a procedure incorrectly, ask student to redo until corrected
c. Give positive feedback once procedure is done correctly
Sources:
McLeod, Joyce, Fisher, Jan, & Hoover, Ginny. (2003). The Key Elements of Classroom Management:
Managing Time and Space, Student Behavior, and Instructional Strategies. Association for Supervision
and Curriculum Development, 74-93.
http://www.educationoasis.com/instruction/cm/routines_example.htm
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V. Administrative Procedures:
Administrative procedures for teachers include holding teacher/parent conferences, grading papers and tests,
and manage records, student portfolios, and complete paper work. My student portfolios will consist of a folder
for each student, divided into 4 sections to represent the 4 nine weeks. They will include various work samples
from center time, cooperative learning activities, skills documentation, etc. to allow each student to see his own
growth. Also, documentations of reading and periodic samples of writings will be included. Observation
records of misbehavior at random times and days, scoring rubrics, and my own summaries written to show
progress and areas of weaknesses/strengths will be included as well. I will hold student conferences once a
month while class is involved in their scheduled center time/rotations. During the 10 minutes of conference, I
will go over their skills checklist(s), rubrics to help make expectations clear and for the student to see where
they need to make improvements, and to basically address any area the student is struggling in, and then
document our meeting. I will use a form like Figure 8.2, on pg. 55 of textbook.
I have added an example of a log I would utilize for holding my teacher/parent conferences.
PARENT/TEACHER CONFERENCE LOG
Teacher: ____________

School: ____________________

Conference
Date

Length of
Conference

Date: _______

Student Name

Name of
Parent/Guardian

Key Points/
Notes from
Conference

1.
2.
3.
4.
Grading homework and tests on top of completing the large amounts of paperwork can be overwhelming for
new teachers. I will plan to work on grading homework and tests for approx. 1 hour during my planning time,
then approx. 1 hour in the evening at home. Whenever possible, I will have students check other students
classwork once I know that particular student that is doing the checking has correctly answered all of his/her
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problems. That saves me time, and gives the student a sense of empowerment. This is something I have
observed quite often recently in math classes.
Sources:
http://www.scholastic.com/teachers/article/overwhelmed-grading-papers-try-these-time-saving-tricks
VI. Other Procedures
Lunch count: I will plan by preparing craft sticks for each student with first name included on each stick. As
they enter class each morning, they move their stick to a plastic sleeve or pocket labeled buy lunch. Another
will be labeled brought lunch. The remaining sticks that are left in the pocket labeled, absent are students
who are absent or will be arriving late. I will choose a busy bee each Friday afternoon for the following week,
to begin on Monday. They will have various duties, one of which is to take attendance sheet to office, perform
easy errands and tasks for me, or to help clean-up at the end of each day. I will also explain the busy bee
duties the first week of school and begin assigning a busy bee for the second week of school.

A. Procedures for Whole Group Instruction:

1. Make preparations such as visuals, powerpoints, questions to ask, and a plan to assess level of
understanding
2. Provide several points of view and examples about the topic that will be taught
3. Plan to teach note taking skills when necessary; stopping at points to check for understanding
4. Plan the start and stop times
B. Procedures for Independent Work:
1. Assess level of understanding and needs of students
2. Provide resources (textbook, dictionary, thesaurus, etc.)
3. Make rules for students to remain quiet
a. Raise hand before talking
b. Work quietly, no voices should be heard
c. Stay on task, remaining in seat
d. Wait quietly if assistance is needed and I am with another student
Failure to adhere to rules will result in warning, then 10 minutes off recess, and if violated a third time,
loss of entire recess, sitting beside me.
4. If student needs assistance, instruct them to raise hand and I will come to them to assist