Abby Schaitkin

Classroom Management Plan

General Classroom Control

A. General rules followed by
a. Respect your peers—this is important because each student deserves the
uninterrupted opportunity to learn and benefit from the lesson
b. Respect the teacher—this is important because a student needs a mutual
relationship of respect with the teacher to ensure that he or she is working hard
enough to learn and will be treated fairly for their grades as a reflection to their
actions inside the classroom
c. Ask questions—if a student misses something important or simply does not
understand, this is crucial. I would have students ask questions as part of their
participatory grades.
d. Stay on task—goofing off can be easy done, but it is imperative that students
focus on the lesson to ensure that they obtain as much information as possible.
e. Do not cheat or plagiarize—every student is unique and has a unique mind and
learning system. I want to see each student express their own thoughts and
reach the conclusions and grasp concepts as individuals
B. Consequences
a. Seat movement
b. Desk isolation
c. No group work
d. No free time to talk
e. No extra credit opportunities
C. A statement explaining how the consequences are used with your rules
a. For students who are unable to respect their peers, I would consider isolating
them temporarily. I don’t think that this is a good permanent solution, but I do
think that moving a student away from a table of other students may provide
him or her with a chance to reevaluate his or her actions
b. The consequence for not respecting the teacher would be not providing free
time to socialize. If the student can’t participate in class and respect the teacher,
he or she does not deserve a reward of socializing.
c. I would make it mandatory for participation points to have students ask at least
two questions a week. This way I know that everyone is trying to learn and
working hard. If they do not, I will not provide participation points, or if it
persists, I would also take away some extra credit opportunities to encourage
participation.
d. Students who goof off too easily will cause a seat change to occur. I would
change the whole seating chart and adjust it so that the talkers are not by
friends.
e. Students who plagiarize would lose the privilege to work with other students in
groups. They would also likely lose extra credit opportunities since they would
not complete their own work for the main assignment.
Classroom Management, Organization, and Expectations
A. Management and Organization
a. Students desks will be arranged based on student needs and dependent on the
activities presented during class. The structure will primarily be four or five desks
arranged into tables seating four or five students depending on how large the
class size. This setting will work best with group reading and activities. For
testing and presentation purpose I will line the desks into column formation.
b. The teacher’s desk will be in a back corner of the room, opposite the chalk/white
board in the front.
c. A poster with the general rules and procedures will be posted on the wall on the
side of the chalk/white board closest to the door. Another set of general rules
and procedures will be posted on the side of the teacher’s desk.
d. There will be a book shelf with books similar to those required by the core
curriculum as well as the books that will be read during the year on the back wall
of the classroom.
e. There will be past projects displayed around the room as well as posters that
read various rhetorical phrases and definitions of commonly mistaken English
words around the room.
B. Expectations of the Teacher
a. The teacher will treat each student fairly and equally.
b. The teacher will encourage all students to reach their fullest potential and
demonstrate the belief that all students can and will learn.
c. The teacher will teach to all learning styles and offer a variety of activities and
lessons to cater to all students rather than a select group who understand one or
two styles.
d. The teacher will take note of the students’ interests and passions both inside of
the classroom and outside of the classroom. She will incorporate the information
and perspective gained in order to alter the lessons to be most effective for each
of the students in the class.
e. The teacher will be prepared with lesson plans and needed materials for each
class.
C. Expectations of the Students
a. Students will come prepared to class with all needed materials and assignments
completed.
b. Students will respect all other students, teachers, and belongings of others.
c. Students will wait to grab extra materials until an appropriate transitional period
during class.
d. Students will be responsible for completing their assignments in a timely manner
and asking for and picking up assignments that they missed while they were
absent.
e. Students will be attentive in class and work on homework, or other assignments
if all work for the current class is completed, until the end of class.
f. Students will wait to be dismissed from class until the teacher says that class has
ended rather than waiting for the bell to ring.
List of Procedures/Routines
 Students should be present in their assigned seats with all necessary materials when the
bell rings at the beginning of class. This will allow students to be focused and on task
when the class begins.
 The teacher will have a general outline for the class’s schedule written on the side of the
board closest to the door. This outline will include any material, including bell work,
activities, and assignments, that will be covered throughout the class period.
 There will be a designated area set up on a table in a front corner of the room with two
folders: one for late assignments and one for turning in assignments. This system allows
for students to know exactly where to go without question when they miss assignments.
Even if the student is unsure as to whether or not there were any missed assignments,
he or she will be responsible for checking the folder to check. Students will also know
where to turn in assignments and late work.
 Students will know to remain seated throughout the class until transitional periods. This
would allow for students to pick up any extra needed materials in between lectures and
activities. This would ensure that students do not create disruptions or cause
distractions for the other students in the class.
 Once the necessary components of the lessons have been taught, any remaining time
will be designated for homework time. The students will work on the current class
assignments until all of the work has been completed. Once the assignments for the
current class have been completed, the students will be expected to remain productive
by working on other class assignments or reading a book until dismissed by the teacher.
This will allow all students to work in a productive environment until they are each able
to complete their work.
 Students will be able to staple papers, sharpen pencils, or borrow supplies from the
teacher’s desk. The stapler and pencil sharpener will remain on the back corner of the
teacher’s desk to allow the students easy access to these items when necessary. This
setup offers an efficient manner for students to get the tasks accomplished and back to
work.
 Materials that may be borrowed by the students, such as pencils, pens, erasers, or a
bathroom pass, will remain behind the teacher’s desk until provided by the teacher. In
order to gain access to these items, the student must offer a personal item in exchange.
This ensures that the student will return the teacher’s objects in order to have their own
possessions returned by the end of the class period.
 There will be seating arrangements that change at least once a month. Students will
obey the seating chart unless told otherwise by the teacher. This will allow students to
connect with different students and help one another progress through the material. It
will also allow for a variety of different student groups to work together, occasionally
matching students with their friends and sometimes keeping them separate. This will
depend upon the behavior and needs of the students.
  Students will raise their hands if they have questions or if they would like to offer
opinions or responses to the teacher’s assignments. This will allow for each student to
have an equal opportunity in learning and responding to the material.
Classroom Discipline
A. Minor Disruptions
a. The first step toward addressing the smaller disruptions would be acknowledging
the student causing the disruption with the look. It would be firm and on-going
until the student took notice and responded.
b. The second step would be to walk around the room and casually tap on the
student’s desk or draw his or her attention toward the disruption at hand until
he or she noticed and corrected the situation.
c. Next it would be important to give a verbal warning. The student should not
continue the disruption after being verbally addressed.
B. On-going Discipline Issues
a. If a student is creating an on-going disciplinary issue in the classroom, it is
important to address the main issue at hand. The teacher should pull the student
aside after class and attempt to uncover what issue the student is dealing with to
cause such disciplinary issues to arise. The teacher should also give a verbal
warning that the student is not handling the issue in the correct way and that it
is unacceptable to continue the misbehavior inside of the classroom.
b. If the student will not discuss the issues that are causing disciplinary issues to
occur, the teacher must give a second warning that there will be further
measures taken to address the student’s misbehavior if he or she persists with
the misconduct.
c. After the second verbal warning, it would be followed with a note home to the
student’s parents. The note would have to be returned with a parent signature
to ensure that at least one guardian has seen and acknowledged the issues
reoccurring at school.
d. If the misbehavior continues, there will be a meeting set up between the
student, the parent or guardian, and the teacher to discuss why the misbehavior
is persisting and how it can be addressed.
e. If the behavioral issues still persist, then the principal will also sit in on a meeting
with the teacher, parents or guardian, and student. This will further decide what
actions must be taken next.
C. Aggressive and Violent Behavior
a. If a student is demonstrating aggressive or violent behavior in the classroom, the
first step would be to address the student firmly. It is essential to inform the
student that it is under no means acceptable to commit such actions and that
there will be zero tolerance in the future.
b. If these behaviors persist, the student will be immediately sent to the office to
be talked to individually in a more secluded and safe environment. The student
will face the measures listed in the student handbook.