CLASSROOM MANAGEMENT PLAN

Social Studies: Adolescent 7-12

TIFFANY IZZO MARIST COLLEGE

Fall 2014

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Table of Contents: I. Introduction ………………………..………………………………………………………………………………….…..Page 1

II. Classroom Expectations

a. Classroom Rules ……………………………………………………………………………….…..………….Pages 1-4

i. Classroom Philosophy

ii. Justification and Clarification of Rules

iii. Progression of Consequences

iv. Short-term Responses

v. Long-term Responses

b. Academic Expectations ……………………………………………………………………..……………..Pages 4-7

i. Homework

ii. Notebooks

iii. Tests

iv. Grading

v. Incentives

vi. Extra Credit

vii. Late Work

viii. Makeup Work

ix. Extra Help

x. How to be Successful

III. Classroom Learning Environment and Procedures

a. Physical Environment ……………………………………………………………………………..…..….. Pages 7-9

i. Class seating

ii. Walls

iii. Garbage cans

b. Procedures ……………………………………………………………………………………………………. Pages 9-11

i. “See Me” Slips

ii. Questions or contributions

iii. Bathroom Requests

iv. Windows

v. Classroom Temperature

vi. Personal Belongings

vii. Handouts

viii. Group Work

ix. Passes

IV. Daily Routines

a. Flexible Routines ………………………………………………………………………………………… Pages 11-12

i. Entering Classroom

ii. Do Now

iii. Flow of Papers

iv. Textbook use

v. Flow of Teacher

vi. Exiting classroom

V. Closing ………………………………………………………………………………………………………………….…. Page 12

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Classroom Management Plan

In having a thoughtful, clearly laid out plan for a classroom, a teacher signals to that classroom’s

students that it is a place where their learning is valued. When done with care, a plan will also create a

place that is a respectful, nurturing and engaging learning environment. An intentional teacher can

support this environment through effective planning and invite his or her students to grow and thrive

within it. A positive environment will also support a teacher and students in avoiding behavioral issues

that can negatively impact their learning. Furthermore, in outlining clear expectations, students can

know what to expect in respect to their chosen behavior- whether it be positive or negative. In asking

students to join the teacher in being advocates for their own learning, they are also to understand the

consequences of impeding their own or others’ learning.

II. Classroom Expectations

On the first day of class, students will be introduced to the expectations of the classroom. I will ask for

their input on how to make the classroom as positive as possible for them. From their contributions, I

will be able to explain my own expectations as well. There should be overlap between them and this will

help me to include the students in the creation of our environment.

Classroom Rules:

Classroom Philosophy: I will explain to the students that there is a philosophy that I expect to be aspired

to in our class room. This will be posted clearly on the wall, “We will all act as ethical human beings in

this classroom.” I will explain what is meant by “ethical” and why I chose “human beings” to describe all

of us, including me as the teacher. I ask that my students act ethically because this means more than

following the rules. It also means being reflective about how our actions and behaviors affect ourselves,

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others and the classroom before we do them. Furthermore, the choice of “human beings” is because I

also understand that we are all individuals, including myself, and we will learn to work together with

respect. If students are in doubt about a decision, they should consider how their choice affects

themselves, others and the teacher as human beings emotionally and physically; and whether that

effect is positive or negative. I will introduce the “Classroom Rules” as ways that we can aspire to the

classroom philosophy, emphasizing that they are guidelines and will not cover all ways in which we can

be ethical. The rules will be posted for the students and myself to refer to throughout the school year.

Our Classroom Rules

1. Be on time and prepared to learn

2. Respect the teacher, the classroom, ourselves and other students

3. Be responsible for your own learning

4. Wait to be dismissed

5. Remain positive

Justification and clarification of the rules: Students will be asked to give input on why these specific

rules were chosen. I will also clarify them individually. Rule 1 means quietly walking into the classroom

and being in their seats with their notebooks and working on the “Do Now” when the bell rings. Rule 2 is

how this classroom will function respectfully. The classroom is included because we are expected to

respect our tools and throw out our trash respectfully as well. Rule 3: Means completing assignments on

time and with effort, paying attention in class, and participating to the best of your ability. Rule 4: I

dismiss the class, not the bell. When I say, “Ladies and gentleman, have a good day,” students will know

they have been dismissed. They are not to begin putting away their things before this unless instructed

to. Rule 5: Remain positive about ourselves, others and our learning even when it is difficult to do so.

Note: I will also explain that students are expected to follow all the rules and regulations of the school

and/or district as this is also key to the classroom philosophy.

Progression of Consequences: Even with clear rules, there will be occasions where students will act

inappropriately. Nonverbal warnings that do not disrupt class will generally be the first response. Some

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of the time, dealing with this behavior might require a conversation about their behavior. This will be

addressed during class downtime, or after class when possible. When the severity requires immediate

attention, I will give the rest of the class a relevant activity to work on and remove the student to the

doorway of the classroom. I will use a method of coaching the students in which I ask them to identify

the behavior, explain why they did it, what they should have done differently, and then explain to me

how it can be prevented in the future. Lastly, I will ask for their commitment to what we have discussed.

In order to encourage their future success, I will make a conscious effort to recognize their

improvements with positive reinforcement.

Nonverbal

(Eye-contact, pause, increased presence, tap on desk)

Verbal Warning

(Non-disruptive to class and lower tone)

Discussion After Class May lead to further action

(By my request to the student)

Discussion w/ Withdrawal From Class Most likely further action

(Valuable instruction given to the class and student removed to doorway)

Further Disciplinary Action as Needed

(All behaviors and actions taken are documented throughout process.

May include short-term and long-term responses)

For misbehavior requiring further action, students will be given punishments that are proportionate to

their behavior. It will be explained that when they engage in misbehavior, I have a responsibility to them

to respond appropriately. If they choose to engage in misbehavior, they should also expect to deal with

the consequences of that behavior. I will emphasize that this is their choice and I am not there to punish

them, but only to hold them accountable to our classroom philosophy accordingly. It will be important

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to maintain documentation throughout the process. I will start keeping my own documentation once a

verbal warning has been necessitated.

Short-term Responses: Once a formal discussion has been necessary, a short-term response will be

given. This could include a detention, student’s formal written apology, or other response that follows

district policy. Students will also be informed that I will be making a phone call to their

parents/guardians to include them in the management of their behavior.

Long-term Responses: At some point, long-term responses may be required. I will contact guidance to

inform them of the student’s behavior. This will also allow me to find out if the student is engaging in

the behavior outside of my classroom. At this point, I would also schedule an in-person conference with

at least one of the student’s parents/guardians with the student present. If the student’s behavior is

occurring in other classes, I will contact his or her other teachers to include them in the process as well.

There will be follow-up conferences as needed. Further action will be in cooperation with guidance or

other school officials as per school or district policy.

Academic Expectations:

These will be provided to the students at the start of the school year.

Homework: Homework will be assigned 2-3 times a week as needed to support the classroom. I will

explain to the students that the amount of homework they receive is correlated to how successfully we

cover material in class. I will explain that some homework will always be necessary, but indicate

flexibility with how much.

Notebooks: Students will be expected to keep a notebook which includes notes on the reading done at

home, class notes and periodic assignments. Notebook checks will be conducted randomly on a weekly

basis. These checks are for me to confirm their effort as well as understanding. The first page will be

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devoted to the topic “What I want to accomplish in Social Studies this year.” This is so students can refer

back to this for their own growth. They will also keep a binder with all of their work and handouts from

the class. I will emphasize that this is to help them throughout the year and with the Regents at the end

of the year as they can refer back to areas they need to work on.

Tests: Tests will be given periodically throughout the year following the completion of a unit. Typically,

these will be given on Wednesdays. The format will resemble the Regents exam so that students are

comfortable with it by the end of the year. An outline of topics covered (resembling headings in the

chapters) will be given to students the Friday before an exam to prepare. They are responsible for

reviewing their notes and the readings for the information, but I will provide an after-school review the

Monday before the test. If from that review I feel that an extra day might be needed, I will inform the

students on Tuesday that it will be delayed until Thursday to allow for extra preparation.

Grading: Assignments will carry various weights throughout the year towards the students’ averages. All

assignments including homework, in-class assignments, quizzes, notebook checks, essays, projects and

tests will be graded. Tests and papers will be weighted heavier than homework and quizzes. I will

maintain an open door policy regarding grades in which students can come to speak to me during

periods in which I do not have a class to teach or afterschool.

Incentives: I will also maintain an effort grade for the students based on homework and notebook

checks. If they maintain a high effort, I will allow for homework passes to be given periodically

throughout the semester. I will ask the students to check with me ahead of time to see whether a

homework pass will count towards a particular assignment.

Extra Credit: No extra credit will be given without extra work. Students who are concerned about their

grades and maintain a high effort grade can use homework passes to purchase an extra assignment.

These extra assignments will require original work from the student in which they display their

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commitment to learning. Extra assignments could include a report on a current event, a report on a

book/event/place relevant to social studies, or other creative assignments. Students are encouraged to

come up with their own ideas, which I will give input. Depending on the work required to complete the

assignment, I will decided how heavily the assignment will weigh into their average. Keep in mind that

this is still a graded assignment.

Late work: If a student does not have their assigned work on the date due, they must fill out a “Missing

Work Slip” (provided by me in a box on the wall when they enter) and hand it in when the assignment is

collected. The policy may be adjusted to fit the needs of the class and certain assignments may receive

specific instruction as there may be times when missing work disrupts my ability to move forward in a

lesson. This slip will have the following features:

Missing Work Slip

Name ______________________

I did not complete __________________ on ____________ (date) because…

Check one: ⃝ I forgot ⃝ I did not bring the materials home with me last night ⃝ I did not understand

the assignment ⃝ Other Reason __________________________________________________________

_____________________________________________________________________________________

I will prevent this in the future by… ________________________________________________________

_____________________________________________________________________________________

I understand that if I hand in the assignment tomorrow, the grade will be reduced by 20%. If I fail to

hand it in tomorrow, I am asking Ms. Izzo to call my parent or guardian to speak to them and will receive

a “0” for the assignment.

______________________________ (student signature required)

Makeup Work: Students will make up work according to the school’s policy when there is an excused

reason for their absence. If there is discretion for the teacher, I will outline expectations. After an

excused absence, students will be require to make up all work within 3 days. (If the absence is for more

than 2 class periods, I may allow for extra time as they could have work to make up for other classes as

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well.) This includes updating their notebooks with the missed material and handing in any missed

assignments. If a quiz or test is missed, it must be made up the next day without exception. This will

mean that students will also have to make up the work missed in the class period used to take the test

or quiz as well unless they can provide a free period to do so. All unexcused absences will follow the

“Missing Work Slip” procedure.

Extra Help: Extra help will be provided to the student during free periods are after school. They can

schedule extra help with me by writing me a note specifying what they would like help in and handing it

to me before the start of class. I will try to address the note in a timely manner and schedule a time with

the student in free periods or after school. I will also provide one specific day after school every week

(most likely Mondays) in which I will be available.

How to be successful: Stay organized and manage time effectively. Always remember that this class is

important not just for your grade, but for your future as an ethical participant of our society. Most of all,

remain positive about yourself and your future.

III. Classroom Learning Environment and Procedures

Physical Environment:

The physical environment in the classroom should be purposeful as it is an integral part of creating a

location for learning.

Class Seating: Seats will be assigned. The arrangement of the classroom will be reliant on the resources

available to the school. Ideally, the setup will be not only functional but supportive to the ideas of the

classroom. I would like to arrange the students in short rows (5 students or less) facing towards the

front (location of blackboard and/or interactive white board if available) to minimize the distance from

any notes or displays they might be looking at. I would also like to turn the outside rows at an angle

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towards the front and center where these displays may be to minimize the detrimental effects of

peripheral seating (attention and behavioral). I will also minimize this by regularly moving throughout

the room particularly when giving direct instruction or during group work. Ideally, the front of the

classroom is a place for information, not for instruction. I can instruct from anywhere in the classroom.

Walls: If in agreement with school policy, the walls will be decorated to fit the needs of the classroom.

The front of the classroom will be reserved for the “Classroom Philosophy,” “Our Classroom Rules,” and

any material that might be directly relevant to the current material. This is to minimize distractions with

irrelevant material. I will also keep an “Annotation Corner” that gives some outline of how students can

annotate any handouts or primary sources they are given. This will be towards the front of the room on

one of the side walls. On the opposite wall, towards the front, I will keep maps for the students’

reference. The rest of the space on the side walls will be devoted to interesting displays that are

relevant to the material. Any room on the back wall (directly behind the students) will contain

information that could be distracting, but is relevant. For example, a “Current Events Corner” or a place

for student work. Throughout the year, I may give students the opportunity to decorate this wall. This

format will have to be adjusted spending on the actual format of the classroom and placement of

windows.

Garbage Cans: Ideally, I would like two garbage cans in the classroom. One will be near the door so that

students can get rid of any garbage before or after class as to not disturb instruction. It will be

recommended that they do so. The other garbage can will be towards the back of the classroom to

minimize disturbance if they must get up to use it. However, students should always use the garbage

closest to them.

Procedures:

This section will underline how the classroom will function.

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“See Me” Slips: I will keep slips titled “See Me”, preferably on me or at my desk, to give to students.

There will be a space for them to write on the slip. This is to help the class function smoothly and to

manage time. There are many reasons I might give a “See Me” slip: positive reinforcement, a student

has a question not relevant to the entire class, I need to speak to a student about an assignment or

grade, or a behavior reason. If possible, I will either write the reason on the slip or tell them verbally. For

example, I might say to a student to write their question/comment down so that they do not forget it

and I will address it after class or with remaining time at the end of class. Or, I may write that I want to

tell them I noticed the extra effort that they have put into an assignment and to wait after class for more

feedback. If it is a behavior reason, I will ask the student to write down what they did and see me after

class. Students can also ask me for a “See Me” slip if they would like.

Questions or contributions: Students are encouraged to make meaningful questions or contributions

provided that is done respectfully, they raise their hand, and are called on by the teacher. In fact, there

are times when a classroom activity will require a lot of contribution from the students and I expect

them to do so as per procedure. If necessary to keep the lesson on track, “See Me” slips could be issued.

Bathroom Requests: Students are encouraged to go before or after class, but if they must go, they can

ask by raising their pointer (as opposed to whole hand). I will know what this means and I will give them

eye contact and a nod to grant permission rather than interrupt instruction. I will explain to the students

that I reserve the right to call their parents if there is repeated abuse of this privilege as there could be a

medical concern. I will let them know if this is the case and they will have the chance to explain to me

why they feel they must use the bathroom so often.

Windows: Control of the windows will be done by me only. Generally, the windows will be kept closed.

If I wish to open them, it will be done before class starts. Any requests by the students must be made to

me before the start of the bell.

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Classroom Temperature: If there is control within the classroom of the temperature, procedure will be

that only I can change it. Generally, the classroom will be kept cooler rather than hotter. Students will be

informed of this beforehand and can bring layers if they would like to as this is an easy way for them to

control their own temperature.

Personal belongings: Students will have a designated area to place any bulky belongings that may

interfere with my ability to walk the aisles effectively. This will also be the designated area for any

belongings left behind after the bell. Students will be reminded that they are responsible for their own

belongings if they leave them behind.

Handouts: A box will be kept for extra copies of any handouts given. This will have a designated area

available to students. It will go back 10 class days only. It will be organized by using tabs numbered 1-10.

Students can obtain extra copies between bells are on free periods.

Group Work: When there is group work, I will instruct the students how it will happen. In the beginning

of the year, there will not be much group work until I get to know the class, and if there is, I will assign

groups. As I get to know the students, I may allow them to make their own groups. If movement around

the classroom or with the desks is necessary, I will explain that they have a set time to do so and must to

so in an orderly and quiet way. Group work will often be graded. I will explain to the students that I may

lower their individual grade based on their participation in any work produced so they should not expect

to take it easy. On the other hand, I will emphasize that students who may want to do all the work need

to give others an opportunity to get a good grade as well. This will be encouraged through assigning

roles. Throughout group work, I will move around the classroom monitoring the students.

Passes: If no school-wide pass is used, I will keep my own passes. The pass will be given to the student to

fill out and I will sign it afterwards. Students who abuse the privilege will be handled through the

disciplinary process accordingly.

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IV. Daily Routines

Routines allow students to feel comfortable in a classroom and help to manage time effectively. Once

students can become accustomed to the particular routines of the classroom, this will also discourage

misbehavior as students know what actions are required of them on a regular basis.

Flexible Routines:

Entering classroom: Students will be expected to enter the classroom respectfully and quietly. I will be

waiting at the door, greeting them as they enter whenever possible. If I recognize disruptive behavior

coming into the classroom, I will remind them to begin the “Do Now” and write down any new

assignments before class begins.

Do Now: An activity or question to consider will be written on the board in a place indicated

beforehand. The objective as well as what will be covered for the day will be written on the board. Any

assignments will also be indicated with due dates. If a student is missing his or her work for the day, they

will be expected to fill out a “Missing Work Slip” before the start of class.

Flow of papers: A review of what is due for each day will precede the collection of homework

assignments. Papers will be handed to the left of the room and I will collect it from the last row. This will

be the procedure for the collection of any work during the year.

Textbook use: It will be important for the students to be introduced to the features of their textbook at

the beginning of the school year. By going over the way it is organized (headings, subheadings, unit

division, etc.) students will feel more comfortable and this will reduce confusion. A textbook

introduction will also include an exploration of its resources (glossary, images, tables, etc.). Whenever

possible, I will refer to the textbook in a clear and concise manner. For example, I will refer to the table

number and page for clarity. I will recommend that students put this in their notes so that they can refer

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back to it while studying. Assignment of textbooks will be recorded on the first day. If classroom copies

of the textbook are not available, students will be required to bring the text with them to class as it will

be necessary for instruction.

Flow of teacher: Students should expect that I will be moving throughout the classroom through most

activities and instruction. This will allow me to monitor understanding effectively as well as manage

concerns and behaviors.

Exiting classroom: Students will be dismissed by me and not the bell. They will know it is time to pack up

their belongings when I say, “Ladies and gentleman, have a nice day.” If there is time before the bell left,

they are welcome to line up quietly by the door. If this becomes an issue, I will require them to stay

seated.

Closing

Thank you for reading my classroom management plan. I invite you to provide any useful feedback. I am

always open to suggestions as it is my greatest hope and intention to make my classroom a successful

and positive environment. I expect this plan to evolve over time as well as take on unique characteristics

for each classroom as I develop a relationship with my students throughout the school year. I look

forward to the opportunity to do so.