Classroom Management Plan

Name: Kristen Darmafall

Philosophical Statement:
To ensure that teaching is conducted effectively, it is vital that you create a classroom that
allows for this to occur. With that being said, classrooms should provide a sense of comfort in
which safety and organization are portrayed. As teachers, we must learn techniques on classroom
management and know how to correctly incorporate and display them within our learning
environment. After researching various theorists on the idea of classroom management, I realized
that B.F. Skinner, William Glasser, and Fred Jones issued practices in which relate to my own
thoughts on behavior.
B.F. Skinner focuses a lot on reinforcements on behavior and how they impact the way
that an individual acts. He believed that if a person was misbehaving, then they should be served
with a redirection of what to do. If the problem still occurs, or if it worsens, consequences are
often served to help them learn from their mistakes and fix the problem. Whenever they do the
right thing, they are given a sense of praise to show that they are doing what they are intended to
be doing. Punishments and rewards allow for individuals to recognize right from wrong and to
find a desire to do what is expected of them. Correcting their behavior or even recognizing it
when it is being correctly shown, allows for us to want to do the right thing and learn morals
through it. Praising them allows for them to feel accomplished and will encourage them to
continue doing the right thing; while, making them realize that they were wrong and making
them feel a sense of guilt will hopefully encourage them to change their acts.
William Glasser came up with the “choice theory,” in which he believed that everyone
had a decision in everything that they thought, did, or how they behaved. Nothing just happened
to occur that way; instead, individuals choose to partake in that particular situation. You have to
choose to act a particular way. Whenever I think about my own input on this idea, I think that
Glasser is right. I think that every person knows what they are doing and they choose to act that
way; whether, they think it through or not. Providing students with recognizing their decisions
allows for them to develop a sense of independence. Within a classroom, I think that we will
witness this often. Whenever a student misbehaves, it is important that they recognize that they
chose that decision and now need to deal with the consequences. Behaviors are a decision, not a
coincidence, and it is our goal to help influence them to make the right ones.
Fred Jones focuses on limiting behavior issues and finding ways to avoid them at all
costs. One method that Jones utilizes to benefit students is the “say, see, do” technique. This
means that teachers should have rules and expectations created in which they teach the students,
model it for the students, and then expect for the students to do on their own afterwards. Jones
also states that consistency is key. If you state an expectation for your students, it is vital that you
keep it. Changing it up or allowing for them to get away with things grants them with the right to
think that they do not have to do what you expect. He focuses on how to manage behavioral
issues and how to deal with the unexpected if it were to occur. His main focus, however, is that
you eliminate any problems before they occur to prevent having to cope with any issues. As a
teacher, it is important that we set and model our expectations for the behaviors and learning of
our students to verify that any future issues are limited.
Integrating the practices that these theorists issued for classroom management allows for
us to create a better learning environment for our students. Knowing how to state expectations,
correct misbehaviors, and encourage the students to be the best that they can be allows for
learning to develop. Structure in a classroom allows for you to take your attention away from
behavior issues and focus more on teaching effectively. These three theorists gave me a different
approach on how to incorporate behavior techniques to limit disruptions and/or issues in a
classroom.

Rules:
1) Always treat others how you would like to be treated.
This is a good rule because students need to treat others with respect. It is something that
they should do at all times during the school day. Making this a rule reminds students that
they need to be respectful to their peers and treat them nicely.

2) Always be where you are expected to be.

This is a good rule because it is important that students are where they are supposed to be
doing what they were directed to do. Whether they are outside of the class (like library)
or in the classroom, they should be doing what is expected of them and not playing
around or not following directions.
3) Make sure that you come to class prepared daily.
This is a good rule because you waste so much time whenever students are not prepared
for lessons by allowing for them to go get their materials. Expecting for the students to
have them ready allows for less free time and more instructional time. It also allows for
them to verify that they have everything that they need to complete that assignment so
that you can make modifications or lend them something if needed.
4) When someone else is talking, give them your undivided attention.
This is important because it allows for students to show respect but also verifies that they
are hearing everything that teachers or their peers are saying. This allows for them to
better understand what is going on.
5) Try your best in everything that you do.
This rule allows for students to be encouraged to always try, even if they do not think that
they can do what is being asked of them. This makes sure that students are always
working and giving their all.

Procedures:

Instructional Expectations:
Instructional Time
Whole Group:
- Raise your hand and wait until you are called upon to ask a question or to say something.
-There should be no talking unless directed that it is okay.
-You should be paying attention and taking notes whenever necessary.

Small Group:
-Every student needs to participate and complete the work.
-When talking, make sure that you are using an inside voice.
-Make sure that you are staying focused and doing what is being asked.
-If the small group is with the teacher, the other students should be completing an activity. If
they have a question, they are to either ask a friend or attempt it until I am finished to assist them
(Do not let them distract your small group)

One-to-one:
-Student should come with any questions that they may have.
- They should listen to what the teacher is saying and participate in the activity.
-Students who are not with the teacher should be working and attempting to do whatever activity
that they are working on.

Non-instructional Expectations:

-Top of papers: Names and dates should be on every assignment that you turn in.

-Bathroom: You must take a bathroom pass with you to the bathroom. You are allowed 2 per day
(unless sick). You are expected to go straight to the bathroom and come back. You should not be
a distraction when going.

-Turning in work: When turning in your work, you should put it in your group’s turn in drawer
that can be collected at the end of the day by the teacher.

-Trash: If you need to throw trash away, you must wait until instructional time is not going on.
When you go, throw it away without throwing it or making a mess.

-Entering the classroom: I expect that you enter the classroom quietly and put your stuff up
where it belongs. Return to your seat (unless told otherwise) and work on whatever activity that
the board tells you to complete.

-Class rug: When sitting on the class rug, sit at your assigned spot criss-cross applesauce and
wait for instruction to begin. When it does start, pay attention and participate in the activity
whenever you can.

-Cafeteria: Sit in the order that you lined up for lunch. Spend the first 10 minutes eating without
talking. After those ten minutes are up, I will flip the cup over and you may talk as you eat.
Clean up after yourself and throw your trash away whenever it is time to leave.

-Pencils: They should be sharpened before lessons begin. If you need a pencil, quietly go to the
back of the room and grab a pencil out of the plastic can and return to your seat.

-Finishing assignments: If extra time is needed to complete an assignment then utilize the last 20
minutes of the day to work on the assignment.

-Job chart procedures: each week the jobs will rotate down by one spot. I will assign each child
their job. They should be completed when they are supposed to and should be completed
correctly. If you cannot do it in the way that you are expected, then you may lose your position
for that job for the week.
-Folders and agendas: These should be turned in when you first arrive at school. At the end of
the day, I will return them for you to write your homework and for me to put your “color” in (the
homework and behavior color will already be added in for kindergarten before returning).

-Absent: if you are absent, you should check the area in the classroom where I put extra copies
at. In there will be a section where you can find any activity that you missed the day that you
were absent.

-Dismissal: I expect that you walk in the hallway quietly and go to where you are supposed to be
to leave school. You should have ALL of your belongings before leaving the classroom. Car
riders will be in one line, walkers in one line, and bus riders in another.

-Tissues: Each group has a tissue box; therefore, if you need a tissue then grab one from there. If
you are out in that box then I have more in the back of the classroom. Throw the trash in the
garbage.

-Attendance: Students show they are “here” by changing their name from “home” to “school.”
This will be used to take attendance. I will also take attendance by looking around the room to
verify that nobody is marked wrong.

-Pack/unpack: Students should pack and unpack whenever it is time. Whenever they unpack,
they should get all of their belongings for the entire day and take it to their group. Whenever they
are packing up, they should return everything and pack everything that they need to take home.

-Transition: I will ring a bell for clean up. I will play a random song to signal that we are
transitioning to a new activity. Students are expected to transition quietly and get ready for
whatever is next.

-Line up: Students should line up whenever they are called. Whenever they get in line, they
should be facing the front and not talking. Their hands should be by their side and should not be
touching anyone or any item.

-Visitors: When a visitor enters the classroom, we can stop and greet them but then we have to
go back to whatever we were doing and focus on that.

-Passing out materials: Each group will have an assigned materials person each week
(alternates). That student will be responsible for getting all of the materials needed for the group
for the activities and also putting them back whenever they are finished with them.

-Water: you may get water any time during centers or independent work; however, you may only
get water during instruction IF the teacher approves it (such as coughing, etc).

-Walking in the hallway: Students should be walking in a straight line. They should be directly
behind the person in front of them and facing the front. There should be no talking in the hallway
unless told otherwise. Students should also not touch anything in the hallway such as items or
each other. Hands are to be kept by their sides.

-Lunch count: Students will put their lunch option magnet under their name so that I can see
what they chose for lunch. Blue- choice 1, red- choice 2, green-choice 3, and yellow-lunch box

-Lose something: Students are welcome to check the classroom’s lost and found whenever they
first get to class or before dismissal. This is the only time that they are allowed to go to the lost
and found, unless the teacher grants other permission.

-Find something: The student should give it to the teacher and allow for her to ask the class who
it belongs to. If nobody claims it, the teacher will put it in the class lost and found.

-To get the students attention: I will have a different saying for different reasons to catch their
attention. I also will ring the bell if I need to tell the students to clean up, I will click the “volume
stoplight” if I need to signify that the students are getting too noisy/to tell them what volume
they should be at for each activity.

Consequences:
Positive:

•Tangible-
Students will be rewarded with candy whenever they show good behavior all week long. If the
students stay on “green” all week or if they are following directions when a majority of the class
is not then they may receive this reward.

Students will also be rewarded with dojo points or stickers if they are showing good character to
their peers in the classroom (doing something that stands out).

•Social-
Students will be provided with written and oral praises such as “Good job” whenever they do
well on an assignment, if they answer a question correctly, or if they think outside of the box.

Students will be praised through a note, email, or phone call home to recognize the student’s
behavior or academic efforts.

•Activity-
Students are granted with an additional 20 minutes of recess/center time if they get on “green” or
higher for behavior for the entire month.

Students receive an ice cream party if the entire class gets an A on their chapter test.

Negative:

•Tangible-

Student has to write an apology letter to their peer if they are mistreating them.

Student is to change their color if they are misbehaving after a warning.

•Social-
If a student continuously talks after being told to stop is to have silent lunch and is to sit next to
the teacher to verify that no talking occurs to their peers.

If a student does not share or mistreats a friend, they cannot play with their peers during center
time while everyone else gets to play with their friends (just for the current center time).

•Activity-
Students lose 5 minutes of recess if they do not follow directions during instructional time after a
warning is given.

Student is to spend their 20 minutes of free time in the morning completing homework if they
did not do it at home before school (unless there is a valid excuse of not completing it).

Students have to stand for 5 minutes at their desk if they are told again after a warning to sit in
their chair correctly (all four legs on the ground).