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Classroom Management 1

Classroom Management Plan

Kate Gooding

Benson Polytechnic High School

October 2008
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Part I: Classroom Management


• I will promote an atmosphere of respect and tolerance. I believe when teachers show
respect for their students, it creates an atmosphere of respect that transitions to how
students treat each other and themselves.
• I aim to not just teach, but to support, to guide, to promote learning, and to develop
personal relationships with my students. Developing such relationships is one of the most
important reasons for why I am an educator.
• While I aim to be a strict teacher, I also aim to be a friendly teacher. I want my students
to know I like them and my intent is for them to succeed.
• When students identify that I have respect for them, the classroom is much more
manageable. When they understand they have a supportive relationship with me they will
learn to respect me and the rules we create together in the classroom.
• I believe students should be a part of the rule-making process. When students are a part of
this process, they hold themselves accountable by these rules.
• I believe students learn best from each other and from themselves. I don’t want to tell
students what is right and what is wrong, but help them to understand how to make their
writing and reading skills better in a way that encourages them to learn. Students become
aware of the best way to do things for themselves in this way. Furthermore, I stress that
group work is important because students not only learn about the subject we study from
each other, but they learn about respect, cooperation, management, and teamwork.
• My classroom environment will be one of motivation and encouragement. I plan to
encourage my students by rewarding their positive behavior in a number of ways,
including prizes, special assignments, extra credit assignments, winks, nods, smiles, and
encouraging words. I will also punish negative behavior, but only after discussing it with
the student.
• Students will have the opportunity to turn in late work. Points will be taken off, but I
would rather have my students do the work and learn from it, then not do it and have their
grade suffer.
• I will regularly survey my students and inquire about what they like about class, what
they don’t like, and any other suggestions or issues they may have.
• I believe it is extremely important to understand what a student’s life is like outside the
classroom. When we understand their real-life experiences, we understand what they
bring to the classroom better. In order to better understand this, I intend to create and
continue an open dialogue with parents throughout the school year. One of the ways I’ll
establish this open line of communication from the first day of school is a much updated
classroom blog.
• Students in my classroom will be held responsible for their own behavior. When students
misbehave or act inappropriately they will be called on it. There is no room for disrespect
in my classroom.
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• My hope is for students to realize that while in my classroom there is no need to act
inappropriately to receive attention. My students will always have my full attention when
they act in positive ways and contribute productively to the overall learning environment.
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Part II: Rules and Positive/Negative Consequences


Class Rules
• Respect yourself, your peers, your teacher, and your school.

• Arrive on time.

• Raise your hand before speaking.

• Listen to others and participate in class discussions.


• Only one student talks at a time. If the teacher is talking, students should not be talking.
• Cooperate with your group or partner during group work.

• Pick up after yourself.

• Do not interrupt other students' learning.

• No hall pass use during the first and last ten minutes of each class.

• No cell phones in class.

• No food or drink in class. Only water is allowed.


• No vandalism. Don't write or carve on your desk or school property.
Positive Consequences
• Students who arrive on time everyday each month will be rewarded by dropping their
lowest warm-up activity score from their grade average.
• Students who raise their hand before speaking will be allowed to speak.
• Students who participate in class discussions will be tallied during class and this will be
taken into consideration for grading.
• When students make especially relevant or insightful statements during group discussion
they will come to the front of the classroom to collect an item from the prize basket. The
prize basket will contain goofy items like candy, pins, miniature games, etc. Part of the
reward in this is not the reward itself, but the recognition a student receives in front of the
class, as well.
• Each day I will choose one student to receive the S.W.A.G. Award. S.W.A.G. is an
acronym for Super Wonderful Awesome Great. When students follow the rules and work
hard, I will notice that behavior and award them accordingly. This is a great motivator, as
each award contains a small piece of paper detailing the award, and a piece of candy is
attached, too!
Negative Consequences
• Students who do not raise their hand before speaking will be ignored. If their behavior
continues, they will be called into the hall for a one-on-one chat with me.
• Students who interrupt other students will not be allowed to speak.
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• Students who do not participate in class discussions will be tallied during class and this
will be taken into consideration for grading. Classroom participation counts toward their
final grade!
• Students who do not stay on task will be separated from their group or will have a one-
on-one meeting with me in the hall if their behavior is persistent.
• Students who do not treat classroom objects, (i.e. computers, desks), with care or students
who vandalize school property will be sent to the office. There is no leniency on this rule.

*At the beginning of each school year or semester, I will go over these rules with students.

That presentation will be followed by a group discussion in which the class and I together

create any additional rules we feel are appropriate for the class. Students will be required to

sign a contract committing to these rules. This complete list of school rules will then be

printed and sent home with students to collect parent signatures.


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Part III: Task Analysis

Research shows the most effective teachers work with students to develop classroom

rules; however, it is also important to teach students about specific procedures for classroom

activities (Charles, 2002). Task analysis for classroom procedures take “rules” a step farther and

clarify exactly what is expected of students when, in this case, they enter the classroom.

The following task procedure promotes student responsibility, awareness, and respect for

fellow students and the teacher.

Warm-up Activity at Beginning of Class (1st 5 minutes of class):

A. When students enter the room they are greeted at the door by the teacher and handed

their warm-up activity.

B. Students are to be seated immediately and sit quietly, without talking, until the bell

rings and then throughout the duration of the warm-up activity.

C. The warm-up activity is an individual assignment to be completed during the first 5

minutes of class. It will be relevant to the daily lesson and will be different each day.

D. Students need to remain quiet while they work on their warm-up activity. Often, these

activities will be pre-writing to get students’ focused on a particular book we’re reading

in an English class, a particular grammatical theory we’re studying or a certain basic

journalism lesson we may be about to cover in a beginning journalism or newspaper

class. In this particular example, the student warm-up activity consists of learning how to

identify biased writing versus balanced, journalistic writing. Students will be given a list

of 15 statements in which they must choose which are opinion and which are fact.

E. When students are finished with their warm-up activity they will turn their sheet of

paper over on the desk and look up. The first part of the lesson will be written up on the
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board. In this example we will discuss media bias for the day. Students should remain

quiet until the 5 minutes is up and everyone is looking up. At this time, the teacher will

begin the lesson for the day.

F. Students will pass their assignments forward. Some participation points for the day

will be based on whether or not this activity is completed and collected by the teacher.
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Part IV: Substitute Teacher Plan for Expectations and Routines

In any case that a substitute fills in, that substitute will have access to a file that includes the

following items:

• Picture file: This includes a picture of each student in each class along with their names and

any medical concerns each student might have. This will help the substitute identify students.

• Daily schedule: This layout specifies the time and location for each period, which classes

take place when, lunch and break times, and what time the school day is over.

• Emergency plan: This plan highlights emergency procedures with descriptions on how to

handle drills or the real thing in case of a fire, flooding, etc. or school lockdown situation.

• Procedures folder: This outlines the various procedures students must use when leaving the

classroom to do things like getting a drink of water, using the restroom or going to the clinic.

This section also includes a list of class rules, (as state earlier in this management plan), and

positive and negative consequences.

• Daily forms: In the file, the substitute teacher will find attendance sheets, hall passes, and

other daily forms I typically need throughout the day.

• Enrichment activities: This part of the substitute file will contain at least three days of

activities. When I know in advance which days I may be absent, I will have specific lesson

plans prepared; however, these enrichment activities are created for days I am unexpectedly

absent. These activities are not relevant to specific lessons the class and I are working on at

the time I am gone. Instead, they correlate to any number of lessons we have or will learn

about in class. In journalism classes, they consist of review lessons and quizzes to check

student retention, conducting online research for articles, or sample writing exercises for the

school newspaper. In English classes, these activities include review lessons and quizzes to
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check student retention, conducting library research about literature, and sample writing and

grammatical exercises for English language development.

• Additional information: I will provide the substitute with information on my peer teachers

and classroom neighbors, including a map of the school. I’ll also describe the location for the

air conditioner or heater controls, light switches, and information about using technology in

the classroom, (i.e. overhead projector or teacher computer log-in information).

• Feedback form: I will leave the substitute a form to fill me in on how the day went during my

absence. The form will include the following questions:

Where did you have difficulties?

Were there any contacts from parents or administrators that I should be aware of?

On a scale of 1 to 5, how would you rate the behavior of the class?

What additional information could have been included in the substitute file that you needed?

Is there anything else I should be aware of?


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Part V: Classroom Management Implementation Plan

There are a number of steps I can take to implement my classroom management plan

successfully. One of the most important things I can do is to keep my lesson plans and daily

activities on a routine so that I provide my students with consistency. When students are given a

routine in class, they more likely will follow the rules. Furthermore, it is important to stay

consistent with the implementation of my discipline plan. That way, students can observe that

procedures and consequences are enacted fairly. I also feel it is extremely important to involve

parents in the discipline plan so that I receive support from home.

I am someone who best functions when I am organized, so to stay organized as I

implement my classroom management plan I have created the following implementation plan

checklist:

• Go over rules with students and create new rules together. Ask students to sign a contract

based on these rules then send home to parents requesting a signature.

• Be consistent in enforcing these rules.

• Remember both positive and negative consequences.

• Create regular check-in days with parents of all students. Write letters home about

positive and negative behavior and how it is being rewarded. This shows parents

consistency in the classroom.

• Ask for student feedback. Create regular feedback days, (i.e. once a month), in which

students write a letter to the teacher or fill out a survey explaining how they feel things

are going in class, (both academically and behaviorally), which areas they feel they are

succeeding in, and which areas need more work.

• Write teacher reflections in classroom blog.


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Also, in order to keep my students in line, it is important to keep myself in line as a

teacher. I will, therefore, provide myself with a checklist to ensure that I am doing my best, most

consistent job at managing my classroom. That checklist is something I can review on a daily or

at least weekly basis, and includes the following items:

• Model behavior in interactions with students that display patience and maturity.

• Develop a proactive attitude that takes responsibility for student behavior and avoids

habits of blaming students for classroom management difficulties.

• Respond to student behaviors positively, honestly, and with sincerity.

• Closely monitor lesson planning to ensure there is enough activity for classes to keep

inactivity to a minimum and to ensure smooth transitions between activities and classes.
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Part IV: Beginning of the Year Letter to Parents

September 9, 2008
Dear Parents,

Welcome to the 2008-2009 school year at Benson Polytechnic High School. My name is Kate
Ramey, and I am so excited to have your student in my classroom! I look forward to a great year
at Benson as we all learn and grow together.

I am sending this letter to explain my classroom rules and consequences, which I have already
reviewed with students. The following is a list of classroom rules I use from year to year, which
includes additional to rules created as the result of a group discussion with students. The students
signed a contract with me committing to these rules.
• Respect yourself, your peers, your teacher, and your school.

• Arrive on time.

• Raise your hand before speaking.

• Listen to others and participate in class discussions.

• Only one student talks at a time.

• Cooperate with your group or partner during group work.

• Pick up after yourself.

• Do not interrupt other students' learning.


• No vandalism. Don't write or carve on your desk or school property.

It is my belief that positive behavior in the classroom should not only be expected but also
rewarded. Therefore, I have created positive consequences including a prize box and other ways
students may improve their grades based on positive behavior. On the other hand, negative
consequences include after-school detention for tardiness, and one-on-one meetings with me to
discuss poor behavior. I aim to solve problems in the classroom with your support.

I hope to get to know all of you this year, as I will be calling home periodically to
inform you of your student’s status. You can also check on what we’re doing in class at our
classroom blog: www.english9ramey@blogspot.com. If you have any questions about my
discipline plan or my classroom procedures, please feel free to call me at 449-8700 or email me
at kramey@pps.k12.or.gov

Sincerely,

Kate Ramey
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Part VII: Strategy for Assessing Classroom Management Plan

I am a proponent of using self-reflection to monitor one’s success. That is a philosophy

that may be translated to classroom management. As such, I intend to maintain an online journal

in which I record reflections on how I feel my classroom management is being implemented.

This self-reflection will help me identify strengths and weaknesses and will remind me of what

areas I need to focus on in order to make my classroom run more smoothly.

I also believe it is important to receive support from a community of educators when it

comes to classroom management. This support will be even more important when I am a new

teacher. Therefore, I plan to join an online community of teachers where I can receive tips and

advice on how to most effectively implement my classroom management strategy. One

particularly helpful community I found to gain this kind of support is access through the

following web site:

http://newteachersupport.suite101.com/blogs.cfm

This web site contains information about implementing classroom management, advice from

teacher mentors, lesson plan help for new teachers, blogs and chat rooms for online support, and

a plethora of articles that aim to help new teachers become more comfortable and in control of

their classrooms.

Furthermore, I believe it is important to maintain a relationship with my students’ parents

as a way of assessing my classroom management plan. Behavior in the classroom is often based

on behavior in the home. By creating an open dialogue with parents about what their child’s

behavior is like at home, I can gain a better understanding for how that behavior is translated to

the classroom. I plan to maintain a teacher web site where parents can easily contact me via

email to update their student’s behavior at home. Moreover, knowing that sometimes parents will
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not take that step to connect with me, I will regularly email parents asking them to update me on

student behavior.

I believe the combination of self-reflection, utilizing teacher and administrator support

both in my district and on the internet, and regularly connecting with parents will help me much

more successfully implement my classroom management plan.


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References

Charles, C.M. (2002). Maintaining an Effective Learning Climate. Prentice Hall Inc., A Pearson

Education Company.

Kovarik, Madeline. Creating a Substitute Plan.


http://www.kdp.org/pdf/Creating_a_Substitute_Plan.pdf, Retrieved on May 25, 2008.

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