Classroom Management Plan150 points

Name:Amanda Highland
Classroom Management PlanDate: 03\05\17
Content Area/Grade Level: 1st Grade

1. Philosophy of Classroom Management:

In my 1st grade classroom I would consider myself to be in the dead center of

teach is in charge and both student and teacher are in charade on the management
continuum. Considering my students would be so young i think it would be important for
my classroom to be mainly teacher directed. The students will (mostly) be new to the
schooling atmosphere and would need a hands on teacher with classroom rules and
procedures. (Wong, Wong 2009). Even though i would lean more towards the teacher is in
charge I would use some aspects of the both student and teacher in charge end of the
continuum. I believe it is impossible for ALL students to fit under one set of rules or
procedures, some may have a more difficult time than others adapting to the classroom
atmosphere. Therefore i would incorporate a little bit of teacher ask questions, discusses,
and solves problems with students method. I want my students to feel like I am
approachable and want to help them reach my goals for them in a reasonable manner.
(Wong, Wong 2009). To be more specific, in my classroom I will have an official set of rules
that all students will be held to (this is more teacher is in charge) but, if a student is
having a hard time reaching or maintain classroom expectations I would likely ask the
student personally, what can we do to help you meet the expectations? (This is more of
both are in charge).

The two classroom management theorist i match most with would be Lee and Marlene
Canter and Jacob S. Kounnin. Both Kounin and Canter are considered to fall on the
teacher is in charge end of the management continuum. Lee and Marlene Canters
approach is called Assertive Discipline and as they encourage, I plan to have set classroom
rules that are clearly stated and visible for my students. The students will all be held to the
same expectations and will have consequences if the expectations are not met as well as
rewards for good behavior. What I like about Jacob S. Kounin is his focus on teacher
withitness. I will have a very strong lesson and behavior management that causes a
ripple effect on my students. I will demonstrate teacher Withitness by allowing little
interruption to the classroom flow, making for a very focused environment.

My daily classroom management will be based on a five color system. The middle color will
be blue. Everyday each child will start on blue, a clean slate from the day before. If the
student exhibits great behavior they will have the opportunity to clip up. The next color
will be green(good but not yet great), and they highest color will be purple. If a student
makes it to purple they will get a prize ( either treasure box or extra reading time,
something the student would enjoy); Therefore incorporating Lee and Marlene Canters
positive reinforcements. If the student exhibits bad behavior and has to move under blue,
they will reach negative consequences. The first color under blue will be orange. This will
be a section of warning where the student will be told to make better choices. At this color
they will also have to walk laps at recess. The color under orange will be yellow, the lowest
color. This color will result in a note home to the parents and laps at recess. This plan will
help me implement Jacob S. Kounins idea of withitness. I will minimize interruptions and
bad habits by heavily using the clip up and clip down system. Towards the end of the day I
will incorporate the both student nod teacher end of the management continuum. I will
allow, and make known to all the students that they have one last chance for the day to
make better choices, and move up with good behavior. This will let the students know that
I want them to do well so I

2. Classroom rules

Rule Rationale for rule to be Consequence of

explained to students violating the rule

1. Stay in your Students should stay in Level 1 warning for

seat their seat unless asked
otherwise. In order to my
focused and safe in the
classroom everyone must
stay seated.
clipping down
Level 2 clip down
Level 3. Clip down again
and a not home to
parents.

2. Eyes up front If you are not working on Level 1 warning for

something and the
teacher is talking, your
eyes should be up front. If
you aren't looking at the
teacher it seems like you
aren't focuses.
clipping down
Level 2 clip down
Level 3 clip down again
and a note home to
parents.

3. Change groups quickly We will be doing a lot of Level 1 warning for

and quietly centers in our classroom,
when you are switching
groups you should switch
quickly and quietly so that
we can quickly get to
work.
clipping down
Level 2 clip down
Level 3 clip down again
and note home to parents.

4. Be respectful to my Our classmates are our Level 1 warning for

friends friends and we need to be
nice to them. Respect
means we keep or hands
and feet t ourselves and
we are friendly to others.
clipping down
Level 2 clip down
Level 3 clip down again
and note to parent
5. Stay on task We can not be distracted
in class, we should not
stray from our tasks. We
have a lot to do so we
need to be focused.
Level 1 warning
Level 2 clip down
Level 3 clip down again
and note to parent.

(Wong, Wong, 2009. P 152)

3. Classroom procedures .

1. Entering the Classroom

A. Students are to come in quietly and put backpacks and belongings in their
cubby.

B. If students have any papers to turn in they will put it in the the turn in basket

C. The student will sharpen a pencil if needed

D. Students should report to their assigned seat and start the morning work that
will already be on the desk

E. During this time voice level should be about a 1. I will allow some talking as
long as students are on task and completing the work.

(Wong, Wong, 2009, p 197)

2. Asking a question

A. If a student has a question they should always raise their hand

B. There will be no blurting out

C. I will not call on someone who is blurting out

D. And student should never get out of seat to tell me something

3.Sharpening Pencils

A. Students will not be allowed to sharpen pencils at all times

B. If they need to sharpen their pencil the students will have time during
morning work to get their pencils ready and sharpened

C. If a pencil breaks during class the student will be allowed to borrow one from
the pencil bucket
 D. The students should ask for the pencil by raising hand.

4.Indicating whether you understand

A. Students will have color coded cards for their level of understanding

B. When i ask a question or explain something, I will say hold up your cards: and
they will hold up

I. Green: i got it

II. Yellow: I have a questions

III. Red: I don't get it

C. I will assess students by the cards and ask them questions based on what they hold up

5. Responding to my request for your attention

A. I will call out Class Class Class: students repeat yes yes yes and then no
more talking

B. I will clap a beat and class will repeat, flowing with no talking

C. I will raise my hand, wait for students to copy.

D. I will say put your finger on your nose if you are ready and wait for all
students to follow

E. If students don't follow any of the above I will say I think we need to try
again and we will do it till we get it right.

6. Turning in papers

A. I will use classroom jobs, one will be a collector

B. The student will pass their o papers to the head of the table

C. The collector will come around to each table to collect papers

D. The collector will drop them in the turn in box

7.Working with other

A. I will listen when other are talking: if my friend is talking I will sit quietly with
my listening ears on.

B. I will not argue or fight: when I work with my friends I will not fight or bicker, I
will be kind.

C. I will take turns: I will not take from my friends, we will take turns and wait
patiently.

D. If we are having trouble we will ask the teacher.

 E. As the teacher I will first remind them of the rules but at least resort split the
group up.

8.Changing groups

A. students will have predetermined groups.

1. Red group

2. Green group

3. Blue group

4. Yellow group

B. Student will never get to choose their groups

C. Groups will be assigned by the teacher but will have differential levels within each
group.

D. When i announce that it is time for groups I will read off to my students who will be in
each group each day (because they will often change).

F. When it is time to switch groups i will clap twice and say okay go!

G. Student will clap time and say okay, got it!, push in chairs and switch.

H. When students hear the timer at the end of their center they will have a minute to clean
up and wait for my clap and command to move.

9.Maintaining your desk

A. At the end of each day I will do a desk check

B. Student will responsible for putting important papers in their folder, cleaning
out the trash, and placing their books back in the desk,

C. After the students have a had a few minutes to clean, I will come around to
approve

10.Leaving the. Classroom

A. Students will always wait to be dismissed

B. First students will be asked to line up (maybe boys first, then girls, or by
table, etc.)

C. Students will be in charge of. Keeping hand to themselves and standing

quietly.

D. We will leave and walk down the hall in a straight line with voice level 0.

11. If the phone should ring

 A. Student will never answer the phone for the teacher

B. Student can raise hand to tell me the phone is ringing

C. I will answer the phone. There will be inside voice levels while I'm speaking
on the phone.

12.An emergency

A. Students will be trained on proper evacuations and procedures

B. No screaming or running

C. Quietly get to where you need to be

D. Leave your belongings and stay with your class

E. And listen for you name during roll call

4. A. Describe how and when your classroom procedures will be taught and
rehearsed.

My main five rules (listed in number 2) will be taught and enforced from the first day on.
The students will be made aware of the five rules as well as positive and negative
consequences that come along. We will rehearse them on the first day as well. I
understand and do not expect that the students will get it down on the first try, so we will
rehearse a couple time throughout the first few weeks of school. The rest of my rules and
procedures will be taught to the students as the situations approach. For example the first
time the student do centers, we will go over center rules, as well as practice.

4. B. Describe how you will keep records of student behavior throughout the
school yea

I will probably use two different motives to record my students Behavior. The first way will
be a self recording system for the students. At the end of every day they will color a take
home chart with the color the let off on, on the clip chart. If the student is going home on
a good color they won/t require a note. Students go home on a bad color will be
responsible for bringing me their folder to write a note in. At the end of each week
students should bring chart back signed by parents. Another way I keep track of my
students behavior is the Dojo app. On the Dojo app you can jive positive points and
negative points. I will record these point each time a student clips up and down. Parents
will have access to this account at all times.

5. Motivation Strategies .
A. Purple color: when student reach the highest color on the clip cart they will be given
praise in front of others and a chance to get a prize. This will encourage other students to
do well and encourage a ripple effect.

(Jacob S. Kounin theory)

B. Walk around the room during instruction: this will help motivate my student because
they will know Ian watching for hard workers. This will demonstrate withitness because i
will be aware of all things in the room. This will encourage students to stay on task

(Jacob S. Kounin theory)

C. Provide eye contact and Meaningful interaction with students: I will ask engaging
question, praise effort, provide constant eye contact, and nodding to let my students know
I am with them. This will motivate my students by making them feel cared for and valued
as a student.

(Lee and Marlene Canter theory)

D. Use Brain Breaks: when students have been sitting for a while i will use brain breaks, or
a break in instruction to spark interest, encouragement involvements, and provide a break
n routine. The break will help diminish behavior problems by including the students in
activities that speak interest and allow students to get up, move, and be creative.

(Jacob S. Kounin theory)

E. Positive Feedback: I will make a point everyday to talk with each of my students
individually, making them feel like a special part of the class. I will give praise when
students excel or perform well. Taking time to talk to my students and give them individual
praise will boost students confidence and give them sense of belonging in the classroom
setting.

(Lee and Marlene Canter theory)

6. Positive Relationships with Students

A.Greet students at the door at the beginning of every class. Greeting student at the door
is their first impression of the day to come. The beginning greeting is a great way to make
students feel welcome and at home in the classroom. It bonds a relationship with students
and ensures I have spoken to each student personally, giving them a day to look forward
to.
(Wong, Wong 2009)
B. Give Student individual Praise and Reward: Giving students individual praise makes
them feel smart and successful. Letting students know they are going well encourages
them to participate and continue to work hard. The student Derek worth in their education
and look forward to success in their education.
(Lee and Marlene Canter Theory)

C. Share Insight and let students Share: I will often have Share time in my classroom. I
will start by. Sharing something personal about my life (ex: I got a new puppy) and then I
will let students take turns sharing something as well. This will not only build a
relationship between me and the students, but relationships among the students. This to
me will make students feel like family and bond with one another.
(Observed in Clinical,Smith. )

7. Classroom organization
A.
B. Explanation of the the layout:
1. Carpet at the front of the room in front of the white board. I would get a
carpet with the ABC's on it so that students can sit on a specific letter every day.
The carpet will be used during class readings, math talks, and some group activities.
2. 2. My white board will have some materials clip to it. It will have a calendar
that can be filled out each month, a days of the week chart, a removable math talk
chart, and a jobs chart( for students jobs in the classroom). The whiteboard will also
have a pull down projector screen over it.
3. My desk will be to the side of the room at the front. This is a pretty central s
pot where I can see the whole classroom. Students will not be allowed behind the
teacher desk.
4. Next to the teachers desk will be a row of classroom computer for the
students. The students will be able to use the computer using centers(groups). The
computers will mainly be used for I-ready.
5. In the middle of the room I will have five desks in five groups. This will allow
students to be in groups all throughout the day without moving around desks. On
the desk will be the students name tags as well as a number line.
6. Behind the desks will be the cubbies. Each student will have their own cubby
and all of their belonging will be there from the beginning of the day till the end.
7. On the last wall I will have a bookshelves full of manipulatives, there will be
math manipulative (counting cubic and base ten blocks), games, books, reading
materials (whisperphone), student whiteboards, etc.
8. On the walls I will display ABC charts, phonics charts, sight words, student
art, birthday chart, and more.

C. GROUPS: students will have predetermined groups. The groups will be constantly
changing as students improve and change over the year.
Red group
Green group
Blue group
Yellow group
B. Student will never get to choose their groups

C. Groups will be assigned by the teacher but will have differential levels within each
group.

D. When i announce that it is time for groups I will read off to my students who will be in
each group each day (because they will often change).

F. When it is time to switch groups i will clap twice and say okay go!

G. Student will clap time and say okay, got it!, push in chairs and switch.

H. When students hear the timer at the end of their center they will have a minute to clean
up and wait for my clap and command to move.

Desks will not have to moved around during centers. Moving the des would lead to too
much noise and commotion.

Groups will be used during literacy time and math time:

Literacy time:
Read Group: starts at I-ready reading on computer

Green group: Starts at one of the tables. This will be the writing center.

Blue group: Starts on the carpet. This will be the reading center.

Yellow group: Starts at a different table. This will be the site words center (apps on ipad )

Math time:

Read group: start at I-ready Math. On computers

Green group:starts at a table playing with math manipulative to find answers

Blue group: starts on carpet with iPads ( math games)

Yellow group: starts with me at on of the desk doing small math talks.

D. Content area specific materials

Math: I-ready, base ten blocks, timelines, dry erase
boards, I-pad math apps , math talk tools, ray erase calendar.
Reading: IPad reading apps, I-Ready, books,
Whisperphone, reading chairs, puppets.
Writing: finger spacers, wide line papers with space to
draw pictures, share time
E. Layout Benefits:
I can easily see all students from my desk and any spot in the room. Their desk
are nicely spaced out so that i may walk all around the room.
Students can easily see all presentations and demonstrations from their desks,
no students have their backs to the front of the room.
Frequently used materials will be on the bookshelf under the window or in the
student's desk.
Pathways facilitate traffic flow and allow me to walk around to all desks at all
times. Also allows students to leave easily in emergencies.
It is easy to organize students into pairs, triads, and small groups because the
desk are already grouped. All students have to do is move from center to center,.
No desk or furniture will have to be rearranged.
The room does not provide or highlight unnecessary distractions because the
student will be visible by the teacher at all time. The students will be watched and
managed well.

Sources:

Wong, H.K., & Wong, R.T. (2009) The First Days of School: How to be an
Effective Teacher. Mountain View, CA: Harry K. Wong Publications

Clinical Observations:

Pam Smith, Daniel Boone Elementary

Melanie Kurz, Kirksville Elementary

Scoring Guide

Item Points Point Comments

Possib s
le Earne
d

1. Philosophy 30

2. 20
Classroom
rules/
rationale/cons
equences

3. 20
Classroom
procedures

4. Teaching 10
Procedures &
record
keeping

5. Motivation 15
strategies

6. Positive 15
Relationships
Plan

7. Classroom 30
layout
sketch and
description

8. 10
Grammaticall
y correct, APA
style used to
cite sources,
turned in on
time

TOTAL 150