Road to

Success:
Classroom
Management in Action

Amanda Thomas
Fall 2017
 MS. THOMAS' CLASSROOM
MANAGEMENT PLAN
In Ms. Thomas' class, we work hard, we learn from our mistakes, and we never give up.
Success is a product of struggle, and we are going to put that into practice all year long.
I believe all students want to learn, and they learn best in a place filled with structure.
We are going to reach success this year by putting into practice this classroom
management plan to keep structure in the classroom.

Children will be children, they are going to misbehave, which is why I have created this
plan. The first days of school set the tone for the rest of the year. I have outlined
strategies that will setup our classroom to be a place for learning all year long. The next
section, prevention strategies, introduces my classroom policies and sets the structure
for my classroom. These will be put into place from day one so that students know my
expectations. Intervention strategies follow the prevention plan. These strategies
outline tools I will use to help students get back on track towards positive behavior.
When misbehavior comes, I will be prepared to handle it appropriately and in an
effective manner. And finally, when the teacher is in communication with the student's
family, the student's learning is enhanced. The last section of this plan has a variety of
resources I will use to get families involved in their child's education. 

We are going to have a great year filled with learning and fun. My classroom will always
be a safe space for students to make mistakes, take risks, and learn. My biggest trick to
setting up the safe space is planning engaging lessons that push my students. I'm
excited to embark on this journey with my students and be inspired by them. 

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 First Days of School:
Setting Expectations
Day One
As students anxiously line up outside and parents are filled with a nervous excitement
for a new school year, I take a deep breath and tell myself “I’ve got this!” just before I
open up the door. These first days of school are some of the most important days of
the entire school year. I set the tone for the year by being firm on the rules, but
welcoming to all the nervous students. I communicate with the parents and encourage
them to get involved in their child’s learning. And most importantly, I get the students
excited to learn because I am enthusiastic about the learning we all get to do. These
first few days are filled with creative activities, lots of practice reviewing the
procedures, and stimulating lessons to set up a safe and successful learning
environment for the days to come.
Provide Get to Know You Opportunities
Create name tents: students write their names on the tent, decorate it however
they would like, and write their birthday inside of the tent.
Birthday scavenger hunt: students take their agenda, or a piece of paper,
around, and write in their classmates birthdays; allows for student interaction
and to see names of classmates.
Give an “About the Teacher” test: Students will answer questions about what
they think the teacher likes, and then we will review it as a class.
Sharing summer experiences: everyday we will do roses and thorns for students
to share highs and lows of their day. The first day, students can share roses and
thorns from their summer.
Set-up Classroom Procedures
Practice lining up outside, quietly and composed.
Teach and practice how to ask to use the restroom. Set boundaries for
appropriate times to go.

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Teach and practice how to turn in homework.
Explain the consequences for misbehaving or forgetting homework.

Foster a SAFE Learning Environment

Call students by name as soon as possible.
Share excitements for the school year with students.
Assign seats so that each student knows they have a place to belong in my
classroom.
Call out positive behavior as I see it.

Take and Post Photos Around the Room

Post headshots of students on an About Me wall.
Take photos of students showing a variety of emotions for our emotional
rollercoaster.
Take photos of students practicing the procedures to hang next to each
procedural poster.
Take photos of students grouped by birthday month so we can celebrate
birthdays as they come.
Encourage students to bring in photos of their family for a family tree.

Establish Expectations Using a

Classroom Economy
Engage students in expectations by creating a list of expectations for the
school year together.
Have a poster on the wall explaining how to earn Thomas-bucks.
Use a reward system for displaying positive behavior and demonstrating active
learning.
Reinforce that students must always be respectful.

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 Create Family Connections

Show students photos of my family.

Send a letter home to parents describing who I am, encouraging involvement
in students learning, and providing contact information to reach me.
Give students an opportunity to share with their partners about their family.

Dive Into Learning

Begin learning on the first day of school.
Start reading a read-aloud book after recess time.
Put a packet of fun activities on each desk so when students come to school
early, they have something to do.
Give students a mind bender every morning as a fun way to engage in critical
thinking.
Provide brain breaks throughout the day to help students let out energy.

Distinguish Teacher and Student Space

Give students a tour of the room designating teacher and student space.
Show students the teacher's clean desk, and emphasize that they are not to
grab anything off of it without permission.
Hang up pictures of me when I was in elementary school to distinguish my
space.

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 Prevention Plan:
Setting Boundaries
Whether children can verbalize it or not, they need boundaries. It is my job as their
teacher to set appropriate boundaries. I want them to explore and not feel
constrained, but there needs to be some parameters set. It’s important to get
these parameters set as soon as possible so students know what is expected of
them. My goal with this prevention plan is to set up students for success by
preventing misbehavior. My classroom will be a place centered on safety to
maximize learning. I want students to work hard and struggle in a safe place so
that they learn how to overcome challenges. Our class motto for the year is:
success is a product of struggle. They will reach a place of success by struggling
within the boundaries I’ve set and learning how to conquer those challenges.

Classroom Policies
Our class motto is success is a product of struggle. We will be working
together all year on getting to a place of success by overcoming struggles
and challenges. I am confident in students moving past their struggles to
reach a place of success.

Success
is a product of
Struggle
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 Class Rules
Class rules are essential for student learning. These rules are in place to set boundaries
for students to struggle in, in order to reach a place of success. In my class we will:

1. Be respectful at all times.

2. Ask questions to promote curiosity.
3. Grow from our mistakes.
4. Persevere in completing work.

Classroom Procedures
There are three kinds of classroom procedures that are all essential to promoting
student learning. These procedures help keep the class on task and focused during
the lesson. They also provide structure to the school day which maximizes student
learning.

Class-Running Procedures
Class-running procedures are non-academic procedures that ensure the
class is running smoothly.

Entering the Room

The teacher maintains authority by controlling how students enter the room.

Students are expected to line up outside the classroom after recess or when
coming back as a class from another room.
The teacher will let students into the room after they are in a straight, quiet
line.
Class Numbers
The numbers provide extra structure to every lesson.
Assign each student a number based alphabetically on last name.
Use the numbers for homework turn-in, lining up, and drawing sticks.

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 Class Jobs
The jobs provide individual responsibility as members of our classroom.
Assign two students to each job.
Switch up the jobs at the beginning of every month.
Possible jobs: homework check-in, agenda writer, attendance and hot lunch
counter, computer cart manager, dismissal crew, classroom manager.
Students can nominate each other, providing specific reasons why
they are nominating a class mate.
Music
Music engages auditory learners and sets the tone for lessons.
Play instrumental music during silent work time.
Allow students to pick music during choice time.
Incorporate songs and raps into lessons to make the content stick.

Using the Restroom

Provide structure during the learning time to minimize distractions.
When a student has to use the restroom, students will make the letter R in
sign language and hold it in the air. The teacher will motion if it's an
appropriate time to go.
Discuss appropriate times for students to ask to use the restroom.
Remind students of those appropriate times throughout the year.

Lesson-Running Procedures
Lesson-running procedures support instruction by providing structure to lessen
behavioral interruptions.

Turn-In/Pick-Up Spot
This designated spot helps keep student work organized.
Designate a space in the classroom for students to turn-in work or pick-
up graded work.

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G3: Gratitude, Grit & Goals
The G3 allows students to reflect on the day and set new goals
for the next class.
Students will have a learning log notebook where they will complete
the G3 everyday.
They will reflect on something they are thankful for (gratitude),
something they are proud of accomplishing (grit), and something they
want to do better tomorrow (goal).
Timer
The timer keeps students and the teacher focused and on task.
Start a timer at the start of each lesson. Make sure it is visible to both the
teacher and students.
When the timer goes off it means students have been sitting for too long so
get up and do a brain break.
Set the timer at odd increments for small group work or pair-shares.

Asking Questions
Questions are a valuable part of our community, but there needs to be some
guidelines set so they don't interrupt the flow of the lesson.
Remind students that when another student is talking their hand should not be
up. It is distracting to have many hands up while someone is talking.
If the teacher doesn't call on the student to ask their question, students can
write down the question in their notebook and the teacher will return to it later.

Activity Continuers
These activities are for students who finish early so that they have something
productive to be doing.
When appropriate for the lesson, allow students to ask their classmates if they
need help.
Provide students with a larger, on-going activity: researching a historical
group, writing an academic song, etc.
Always allow the student to silently read.

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 Interaction Procedures
Interaction Procedures outline when it's appropriate to talk.

Academic Partners
Students hold their classmates accountable for learning.
Assign each student with an academic partner.
Academic partners ask each other questions, help each other when stuck on
problems, and work together on assignments.

Turn and Talk

Build in time for students to talk with one another, and interact with the content.

Clarify who elbow partners are so that when it's time to turn and talk
students will know who to talk with.
Tell students to "turn and talk" to discuss the question.

Whole Class Signals

Provide structure for the class when it's time to refocus on the teacher.
Teacher says "class" in a fun voice and the students respond with "yes" in the
same voice.
Teacher says "eyes on me in 3, 2, 1."
Call and response based on social studies unit: crew/captain, army-
men/lieutenant, peasants/Queen, etc.
Ring a bell three times to get students attention.
Clap a pattern and the class claps it back.
Silent Signals
Address student behavior while continuing to teach.
Look at student while making the sign for body to remind them to sit in the
SLANT position.
Make the sign for same when classmates agree with one another.

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 Recognize Great Thinking
Allow classmates to recognize powerful thinking.
Three big claps for a students effort or response.
Golf clap for a students effort or response.
Sign language applause for a students effort or response.

Energy Breaks
Students are squirmy and have short attention spans. It's essential to
learning to incorporate breaks for students to let go of energy and refocus.

As a class do 10 mountain climbers together.

As a class do 10 chair dips together.
Invite students to lead the class in physical exercise.
"Give your brain a massage; it's working hard!"
"Say hello to your friends. You have two minutes."
Balance a marker on your finger, then close your eyes.
Flip a marker and catch it with the same hand. Then try flipping two
markers, trying to catch them both.

Teacher Praise
Teacher praise should motivate students to keep working. Acknowledge the behavior
you expect to see, praise behavior that exceeds your expectations.
How can I help you?
How can you fix it?
Let's do this together.
Thank you for your strong answer.
You helped everyone learn when you said ___. Thank you.
What would be a better choice? How can we fix this situation?
Did you hear the directions?

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 Intervention Plan:
 
Getting Students Back on Track

This intervention plan is in place to help my students get back on track

toward positive behavior. I have already outlined many different strategies
in my prevention plan to encourage positive behavior. But, students will
misbehave; they are experimenting with boundaries. So, I have outlined
some general guidelines to use to help my students and me get back on
track. These guidelines follow the restorative approach to managing
behavior. This means addressing misbehavior
through mending relationships that were impacted, taking responsibility for
your actions, showing respect for the other side, repairing what was broken
and reintegrating to work together.

BE FIRM BUT KIND because students want the structure of discipline.

Greet and call students by name.
Hold students to a high standard of respect by being consistent in class.
Set the policies and procedures on the first day of class.

STAY CALM because showing your stress will make students misbehave more.
Take deep breaths.
Do not raise your voice, softer is always more effective.
Keep your body language relaxed.
Provide a space for students to cool down.

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ASSUME THE BEST in your students because they are still learning
boundaries.
Reframe behavior into something positive.
Don't single out a student.
Offer choice.
Reteach the procedure to the whole class. Maybe the teacher didn't do
their part in teaching it effectively.

USE THE LEAST INVASIVE APPROACH because it ensures

students are respected and valued.
Use non-verbals to correct behavior as much as possible.
Use whole class corrections if non-verbals aren't appropriate.
Give positive feedback for behavior that the teacher expects. Praise
behavior that is above expectations.
Have a private conversation with the student if they are misbehaving.
ASK GOOD QUESTIONS AND INTENTIONALLY LISTEN
because the students have a side to their story, too.
Ask what happened?
How does your behavior impact your learning/your classmates learning?
What is the next step in moving past this behavior?
What do you want to do better next time?
How can I hold you accountable for your behavior?

GET SUPPORT AND BUY-IN from colleagues, administration, and

parents to help hold the student accountable.
Ask administration and colleagues for help when there is more serious
behavior.
Document what happened, from both the student and teacher perspective.
Provide the behavior contract sheet for students to reflect on their actions.
Get a parent signature on the reflection. *see behavior contract*
Encourage parents to reach out when they have questions or need help.

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REESTABLISH A POSITIVE RELATIONSHIP
because learning can only happen when the student trusts the teacher.

Point out positive behavior that students should be doing. Don't praise
it, just acknowledge it.
Connect with every student over the course of a week. Make them feel
known and loved.
Encourage students to come to you when they feel overwhelmed or out
of control.

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 Parent and Guardian
Involvement:
Strategies to Stay Connected

Establishing ways for parents to be involved in their child's education sets

up the student for success. I look forward to partnering with the parents
and guardians to encourage learning outside of the classroom. Because I
am with their children for most of the day, I want to learn from the parents
and guardians about how to best support their child in the classroom. I
have outlined five strategies below for ways to interact with the parents
and guardians.

MONTHLY NEWSLETTER
At the beginning of every month, I will send home a newsletter recapping what we
have learned in the previous month, and what we will be covering in the month to
follow.
With the parents and guardians permission, I will include photos of the students in
action in my classroom.

BE A VOLUNTEER
I will encourage parents and guardians to come into the classroom to volunteer.
There will be opportunities to work with a small group of students, to grade
homework, and to plan parties and events for the classroom.
When parents see students in action, it encourages them to work with their children
outside of class.

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SEND IN SUPPLIES
Not all parents and guardians can commit to giving time to come into the classroom,
but they still want to contribute to the classroom community. On the first day of
school, at back-to-school night, and on our class website, I will post supplies that
would be beneficial to have in the classroom. Parents can sign-up to bring them in.
The list will include things like: pencils, boxes of tissues, glue, educational games,
and tech gadgets that enhance learning.

WORK WITH YOUR FAMILY

Periodically, I will give students assignments that require parent involvement. The
students will have a week to get the assignment done so that the parents aren't
rushed or burdened by the assignment.
These assignments will be fun and engaging and will encourage parents to be
involved in their child's education. My goal for these assignments is to provide
opportunities for parents and students to work together so that they can work
together in the future.

LETTER HOME
On the next page is a letter I will send home within the first week of school. It
outlines my goal for the year, a little bit about who I am, and how parents and
guardians can get in contact with me.

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Dear parents and guardians,
I am so excited to be spending this year with your son or daughter as we explore and learn
together. I love teaching this age group because they are curious about the world, and are
excited to learn. This gives me a chance to push them outside of their comfort zone and
stretch their point of view on the world. Teaching motivates me to be curious and flexible
so that I can reach all learners. This year, we are going to work hard, learn from our
mistakes and never give up. Our class motto is success is a product of struggle which we
will be building upon every day.

A little bit about me: I was born and raised on Colorado, and absolutely love being outside.
I love entertaining friends at my home. My family means the world to me, and I love visiting
them back in Colorado. I graduated in 2017 from Westmont College with a BA in Liberal
Studies and a concentration in Spanish. I have spent time with first graders at Canalino
Elementary School, fourth graders at Hope Elementary School, and thrid graders back at
Canalino. My classroom experiences have helped me develop curiosity in learners and
flexibility to adapt to the needs of all my students.

It is an honor to work with your child this year. I am excited to get to know you, parents and
guardians, and establish ways that you and I can work together to help your child exceed
in class. Parents and guardians frequently ask what they can do to help their child and
here are some recommendations: first, speak highly of the value of education. Convey
excitement about learning so that students can flourish in all areas of the classroom.
Secondly, read, read, read with your child. Children who read outside of the classroom are
more engaged and prepared for class. As little as 15 to 20 minutes of reading a night can
increase your child's confidence and skills in all content areas.

As we embark on this journey together, please don't hesitate to contact me with any
questions or concerns. Email is the easiest way for me to communicate. I will periodically
be sending out updates on what our class is learning to keep you
all informed. I want to work together this year to help your child
reach their full potential. Please keep me updated about anything
going on at home that will impact your child's education.

All the best,

Amanda Thomas
amathomas@westmont.edu