Classroom Management Plan 1

Classroom Management Plan

Erin Robinson

Classroom Management Plan 2

Table of Contents

1. Introduction……………………………………………………………………………..……3

2. Physical Environment……………………………………………………………………..……4

3. Organizational Strategies………………………………………………………………….…....5

4. Rules……………………………………………………………………………………………5

5. Routines and Procedures…………………………………………………………………..……7

6. Positive Relationships…………………………………………………………………………..9

7. Proactive Prevention…………………………………………………………………………..10

8. Student Motivation…………………………………………………………………………….11

9. Misbehavior and Discipline…………………………………………………………………...12

10. Student Needs………………………………………………………………………………..14

11. Curriculum, Instruction and Assessment…………………………………………………….15

12. School Administration……………………………………………………………………….16

13. Home…………………………………………………………………………………………16

14. Data Tracking……………………………………………………………………………...…17

15. Conclusion…………………………………………………………………………………...18

References………………………………………………………………………………………..19

Appendix A………………………………………………………………………………………20

Appendix B………………………………………………………………………………………22

Appendix C………………………………………………………………………………………24

Appendix D………………………………………………………………………………………27

Classroom Management Plan 3

Classroom Management Plan

1. Introduction

My classroom management plan is based on the theories of Harry Wong and Alfie Kohn.

Kohn’s theory has a strong emphasis on choice and promoting values to manage his student’s

behavior. Harry Wong concentrates on having lots of consistent routines and procedures. Both

theories may seem to be polar opposites, but they share the common opinion that a great

classroom works on management and not discipline. Yes, I will have consequences in place but I

hope that my procedures, routines, my clear communication and my respect for my students will

contribute to a well run class with minimum behavior disruptions. By giving choice and student

responsibility to solve conflicts and make decisions I will also be fostering important values in

my students.

The grade level I have chosen for this plan is grade 3. I have worked with more children

in this age group than any other age so I feel more confident in basing a plan on what I know. I

also wanted the children to already have some understanding of school routines and be ready for

a plan based on a little more choice and responsibility. I would like to hold class discussions

where I can eventually have a student lead the group and I feel they will be able to do this by the

third grade. Consistency is a top priority for me. Having the same routine everyday; the same

expectations and similar discipline will help children to know the limits and boundaries in the

classroom. I do not like having an elaborate rewards or consequences system. I believe it takes

away some of students intrinsic motivation and they can easily feel humiliated or put down.

Reward or discipline plans can also be a big time waster and hard to keep up. Being organized

with all my procedures in place before the school year begins will ensure success of my well

managed class!

Classroom Management Plan 4

2. Physical Environment (includes reference to Appendix A, Sample Classroom Drawing)

There are various posters on the wall for routines, procedures or instructions. All these

posters create a sense of organization for the class and sets out the routines from the beginning. I

will also have an Events Calendar, a space to put a personal board (Wong, 1998) about me and a

space for inspirational words or thoughts of the week. This is important for my students to get to

know me and inspirational words on the wall create a positive environment. Every student’s

work will be featured on free wall space. Two bean bag chairs and a soft bench offer different

seating for reading time. The bench stores props and costumes underneath for reader’s theatre.

All desks are arranged in rows of two so everyone can have a clear view of the teacher and the

rules/procedures. They are assigned their seats with a random card that matches the card on the

desk on the first day. The groups of two are so the students can connect with one person without

the distraction of a whole group. As the year progresses I will do a horse shoe set up (Anderson,

2009) to assist with group discussions and then I will arrange in groups when our class is well

established to promote group work. The teacher’s desk is at the back so it is out of the way and

students cannot take stuff from my desk and walk out of the room easily as suggested by Wong

(1998). I will have a clear visual of everyone in the class. The physical environment promotes

good organization, listening and visuals for the students which are needed to get routines

established. After my management is controlled, I want the atmosphere to become more about

group discussions and cooperation.

Classroom Management Plan 5

3. Organizational Strategies

Line up feet, are at the entrance so the student leader for the week knows where to line up

(keeps children from lining up too close to the door). Leader of the week is posted for any

errands that need to be run, things to be handed out and for line leader. There are procedures

written out at all learning centers and the carpet area. I do not want my students guessing as to

what behaviors I expect of them. The dots on the carpet are so each person can have their own

space to sit; this can minimize conflict when students are sitting too close or have trouble seeing.

They may pick the dot they want to sit on. There is a shelf at the back of the room for supplies

(ex. Scissors) and on top of the shelf sits an inbox for assignments categorized by English, Math,

and other. The cubbies at the back are for notes home to students and for students to put their

homework to take home at the end of the day. The closet is for their backpacks and coats. Beside

my desk is a mail box for me for things like letters from parents or permission slips. I will use

Bell Work, an idea from Harry Wong (1998) to ensure my students get right on task when they

walk in, in the morning (posted on the blackboard).

4. Rules (Code of Conduct)

1. Please respect everyone in this class.

2. Please raise your hand for permission to speak.

3. Please keep hands, feet and other objects to yourself.

4. Please look and listen when the teacher or a student is speaking.

5. Please stay in your seat unless you have permission to do otherwise.

(Ideas taken from Harry Wong, 1998)

The rules will be developed with Alfie Kohn’s (2006) philosophy in mind. He believes

students need to help develop the rules in an open discussion because they are more likely to

Classroom Management Plan 6

follow and take ownership over the rules. I will lead the discussion in a circle in the carpet area

and everyone will have a chance to voice their opinions. The rules above are a rough template of

what I want, but we may decide on different wording or they may come up with one or two that

we like better. I will ask them questions to help them understand why it is a rule and what the

benefits are. I will split them into groups and each group will act out a rule; it can be done

showing what to do or what not to do.

I will explain exactly how I want them to do the rule, and I will practice with them. For

example: when you hear me speaking I would like you to turn to face me, with pencils down,

eyes on me and listening, not speaking. Then we will do a few practice rounds; we will do this

with each rule. During the first few weeks I will remind them everyday especially when we are

having discussions, and then I will reinforce it as needed and give gentle reminders.

I will not be giving any rewards if these rules are followed because as a part of my class,

it is just expected that they follow it. By the students understanding the logic behind the rules,

they will develop intrinsic motivation and will follow it because they want to do so.

If these rules are broken, I will respond with small warnings. For example: moving closer

to the student, an eye raise, shaking my head. Then I would ask what they should be doing, ask

them in private to stop the behavior (without stopping my lesson) and then bring them aside to

talk to them about their behavior. If the behavior continues, I will give them a behavior notebook

and I will ask them to write down their misbehavior. The whole plan is to help students become

aware of their behavior. The plan is as follows:

First offence: Student writes their behavior in their notebook with a check mark

(warning)

Second offence: Stay inside 10 minutes at recess (doing school work/conference)

Third offence: Stay inside for two 10 minute sessions at recess (doing schoolwork/conference)

Fourth offence: Parents called

Classroom Management Plan 7

Severe offence: Mainly regarding rule 1. Both the victim and the bully’s parents will be called

and a conflict resolution meeting will take place with both students to address the issue. It may

be appropriate to have separate meetings with only the teacher and each student. This meeting is

not to punish, but to help the students develop proper values and social skills by aiding them to

perspective take and solve their conflicts in a mature manner.

When the students are inside for recess they should be conferencing with the teacher about why

they are doing the behavior, or completing their schoolwork.

5. Routines and Procedures

Many of my ideas are taken from the book The First Days of School (Wong, 1998).

Morning Routine:

1. Hang up your coat and take all your books out of your backpack.

2. Put homework in the inbox and notes to teacher in her mailbox.

3. Complete bell work.

4. Look on the ‘What to do Next Board!’ Thanks!

I will review this procedure and remind them every day for the first week.

Daily Schedule: This is a schedule of the subjects they will have everyday including clean up

time and getting ready for the end of the school day. This will not change unless there are

extenuating circumstances which I will write on the chalkboard before students arrive.

Assignment Calendar: This is a dry erase calendar where I will list assignments for each day.

Students can refer to this for a reminder of things they need to complete.

Class Procedures:

1. Please enter the room quietly and remember to always walk.

2. Please raise your hand with 3 fingers in the air if you need to go to the washroom and

remember to take your washroom pass!

3. Please push in your chairs when leaving your desk.

4. Please line up quietly, hands on your hips, facing forward, standing behind the person in

front of you.

5. Please have voices at ‘0’ volume when our class is lined up and walking in the hallways.

Classroom Management Plan 8

6. Please ask 3 students before asking the teacher for help. (3 before me)

These procedures will all be modeled by me and then practiced by the students a few times and

then reviewed daily for the first few weeks. Then they will be practiced as needed. This is not an

inclusive list and things can be added or other procedures simply practiced and explained without

being written down.

Carpet Area Procedures:

1. Quickly and quietly find a dot on the carpet.

(explain that no dot is better than the other and it is okay if they do not get the spot that they

wanted – they are not allowed to be upset or fight if the spot they wanted is taken, they just

find another one)

2. Sit criss cross apple sauce

(explain that if this is uncomfortable they may choose to sit a different way as long as they

keep their hands and feet to themselves. They may not sit on their knees because it is difficult

for others to see and it is bad for their knees).

3. Eyes forward, face the teacher, listening ears on.

These procedures will be reviewed and practiced before carpet time for the first week and

gentle reminders when needed.

Computer/Listening Center Procedures:

1. Please do not have any drinks or food at this centre.

2. Please return headphones onto its hook.

3. Please clean up area so that it is better than when you found it.

4. Please log off computer when finished.

I will ask the students what the rules are right before students are going to that station and then

have reminders as needed.

Learning Centers: The rules at these stations will be based on the activity. General rules are how

to cooperate, work in groups, ask all members opinions, voice level, how to handle the materials

and how to clean up and leave the center. I will ask them to tell me the procedures before we

start the stations.

What to do next Board:

Classroom Management Plan 9

Work on an assignment that has already been given by the teacher

Work on your homework

Clean up your desk area

Write your spelling words 3 times

Study your multiplication table

Silent reading

Write in your journal

This is a poster of things to do when a student is done their work early. They do not need to ask

the teacher, they may simply start on one of these activities. This is proactive in preventing

students from misbehaving and so each student is not asking the teacher what is next.

Voice Levels:

1. Level ‘0’ Silent, no talking.

2. Level ‘1’ Whispering or quietly talking to the person next to you

3. Level ‘2’ Normal indoor voice for group work

4. Level ‘3’ Outdoor voice for the playground

These will be explained to the class. I will practice and give scenarios on when to use each voice.

I will use reminders before starting an activity. This will not be written down unless they are

having trouble remembering or implementing the voice levels.

6. Positive Relationships

I will greet students at the door each day and ask questions and take an interest in students’

lives. I will never humiliate students or give put downs. I will not use time outs and I will use

punishment sparingly, and, that is fair and consistent. Kohn (2006) says that punishments rupture

the relationship between teacher and student. I want students to feel like my classroom is a

positive place where they have my trust. If I am always punishing them, they are not likely to

seek me out if they need someone to talk to. I will tell students that I am open to talk privately

whenever they have an issue they would like to discuss. I will give surprise parties or games –

Classroom Management Plan 10

not based on their behavior, only because I feel like they are amazing individuals and they

deserve some fun every once in awhile. Perspective taking conversations will be student led and

will talk about issues that build cooperation and trust in my room. I will also incorporate

Marzano’s (2005) positive self talk, and learning to be assertive rather than passive, aggressive

or passive-aggressive into these meetings. This will help each student to express themselves with

others. I want everyone to feel comfortable, loved and valued.

7. Proactive Prevention

Before the students arrive, the bell work will be on the board along with an overview of

the day and any changes from the regular schedule. This will avoid questions of ‘what’s next?’

The ‘what to do next board’ will prevent children from not knowing what to, and prevent

disruptive behavior between activities. I will repeat directions and ask students to summarize

what I have said to avoid questions and having them do something incorrectly. I will remind

them of procedures right before we do something so they are more likely to do the procedure

correctly. The mailbox and cubby holes will prevent papers from being lost. I will do an oral

checklist at the end of the day and ask students to hold up any notes I have given them, then hold

up their homework for the night and watch them stick it in their bag. The homework board will

be reviewed at the end of the day, so students are clear about what they are doing. In the winter I

will excuse small groups at a time to get ready to go outside so there is not havoc by the closets

with everyone trying to get their snowsuits on at once.

Before new students arrive I will have a perspective discussion asking what it feels like to

be new and how we could welcome them. This is based on the theory of Invitational Education

(Purkey, 2008). I will have the class plan what we could do to welcome them and make them feel

Classroom Management Plan 11

at home. I may also go so far as to create a welcome committee. We can make a card that the

class signs, have a welcome person show them around the school. The whole class will make

sure that they have friends to play with at recess and people to sit with at lunch. A discussion will

also take place before we have a substitute teacher. We will talk about what to do and what not to

do and practice doing things to welcome them. I will tell them that it is okay if things are done a

little differently while I am gone, so they are not to say ‘we don’t do it like that’ – they need to

be ok with a little bit of change.

8. Student Motivation

I will use positive praise to reward specific behavior or skills that I see. If I use stickers, it

will be put on everyone’s work, not just a select few. I will surprise students for working hard by

having them choose a game they would like to play, having a small party or erasing the

homework for the night. These things tell them I appreciate all their hard work. I will not use

coercion, threats or bribery through rewards to increase motivation. I will not take away rewards

or withhold them for bad behavior unless it is a consequence laid out in advance. I will not have

students miss something they could benefit from like a school trip. Displaying students work

around the room and having them read their work aloud to the class will make them have more

pride in what they are doing. They will be excited to share their work with their peers.

I believe children are naturally excited to learn and I feel that if I give too many rewards I

will be taking away intrinsic motivation. Talking to children about why they are learning and

how it is important is a good way to boost motivation and bring about self motivation, though I

believe teachers rarely use this approach. I think it is good to tell them that practicing a skill and

mastering it can make them feel good about themselves and make them feel more confident.

Classroom Management Plan 12

Purkey (2008) believes that students need 12 positive experiences for every negative experience

they receive, and I think it is a teacher’s job to ensure that they get these positive experiences

from teachers and from other students. If they have enough positive experiences they will be self

motivated because they will feel good about themselves. Often students who have low self

motivation are those that have received a lot of negative outside motivation.

9. Misbehavior and Discipline (includes reference to Appendix B, Individual Student

Contract)

Management issues with the whole class will be dealt with by asking what the class

thinks they did wrong and then have a discussion on how we can fix it. We may have to practice

how to behave. For example if it is simply talking when we are walking through the hallway, I

would send them back to the class and repeat the procedure. I need to communicate the exact

behavior I do not approve of and why – and be consistent in correcting behavior every single

time or they will always be testing the rules. I will use ‘I’ messages (Curwin & Mendler, 1998)

to communicate with my students and I will encourage them to do the same. I do not want to use

Preferred Activity Time (PAT) (Jones, 2007) to give or take away reward time because I think it

takes up a lot of time and it is very subjective. The students will be constantly reminding me

when they do something good and will be worried when I take it away…this is not good for

intrinsic motivation. The key is to get them to act properly because it is the right thing to do and

not because they are being punished or rewarded for it.

I will address individual behavior first with subtle gestures and then if it escalates I will

speak to the student privately. The behavior notebooks are used for writing down and self

monitoring their behavior. Refer back to the Rules section for the discipline plan. Wong (1998)

Classroom Management Plan 13

is an advocate of putting names on the board when they break a rule, but I believe this can be

humiliating for a child and if it happens enough, they will develop an attitude like they don’t

care, to cover up the insecurities they feel. This may create more behavior problems in the room.

If the class or a child is misbehaving I feel I need to get to the root of the problem before

it escalates to second offence on the discipline plan. Is the work too easy? Too hard? Too boring?

Is the rule fair? Is something going on with that child at home? Kohn (2006) believes if a child is

misbehaving, their needs are not being met. I want to sit down with the child or with the class

and find out what is going on and try to fix it instead of punishing them for what is only on the

surface. If the offence is blatant disrespect for me or another student I will deal with the behavior

first. I will isolate that student first by sending them to the office or an isolated spot in the

classroom. Then I will have a meeting to get to the root of the problem but parents will be called

and the teacher and student will come to an agreement on how to fix the problem. An apology is

important.

I will not use student contracts. Instead I will conference with the student to find out why

they are doing the behavior and talk about ways we can fix the behavior. I need to find out what I

can do to help them improve their behavior and give them alternate strategies they can use

instead of the negative behavior they are engaging in.

I will have self evaluations for the whole class to fill out at the beginning of the year and

then do the evaluation again around report card times. The first evaluation will be reviewed to

see if they have improved their behavior. This reflects my plan by limiting discipline and

increasing student responsibility for their behavior. This evaluation needs to be followed by a

group discussion on how we can reach our goals for the next evaluation. We will discuss why it

is important to be improving on the items in the checklist.

Classroom Management Plan 14

10. Student Needs

At the beginning of the year the students will be given an interest inventory to see what

each students’ interests are. I will use an Icebreaker by Sarah Geggie (Fall, 2009), called Which

One? The kids are given two choices and they have to move to one side of the room or the other

depending on what choice they make. This gets the children learning what they have in common

with other students. I will use diagnostic tools to assess the learning styles of each student. I will

offer projects that involve choice, creativity and individual expression. I will use differentiated

instruction and create a universal design for learning for different abilities. I will make sure my

lectures include visual, auditory and kinestic materials. If I have students with specific cognitive

or developmental disabilities, I will seek help from special education support staff to decide how

I can best accommodate them in my room. Some students may have a short attention span or

trouble sitting still; I may give these children special tasks like handing out papers or let them get

up and walk around every little while. I will try to recognize at risk students early and get extra

support for them either from myself, resource room staff or volunteers. This will also pertain to

English Language learners. I speak French and if that is the student’s first language I will go over

to them after I have started the lesson and repeat the instructions in French. There is a bilingual

website for Spanish speaking parents and students to access for extra help and practice on

language activities. The instructions are written in both languages. The website is:

www.colorincolorado.org

Recognizing and including diversity encourages students’ understanding and acceptance

for people different than themselves. I will use my curriculum to bring all types of culture into

the room, and read literature to represent the diverse families of today. In the back of the room

Classroom Management Plan 15

will be a basket of extra clothes including gloves and mittens for children who don’t have any or

who may have forgot. There will be a unit where students can share their family and cultural

background. I will do my best to encourage and include differences in the room

11. Curriculum, Instruction and Assessment

I will be organized and ready to go before my students arrive with all handouts printed so

there is no time for students to get off track. I will wait until I have everyone’s attention before I

start. I usually say: ‘Ok, I’m ready to start’, and then waiting until everyone is quiet. I have a

voice that projects well, so I don’t usually have a problem getting everyone’s attention. I will

limit my lecture time to 15-20 minutes because I believe that is about the length of their attention

span. When I give instructions for an activity, I will try to demonstrate it, repeat the instructions

and ask for them to repeat them back to me. If I am asking students a question, I will wait 3-7

seconds as was suggested by Dr Anderson (2009) to give them time to think of their response. I

need to be flexible with my curriculum so it reflects the interests of my students. Using Kohn’s

idea of allowing choice (2006); when I can, I will give two options for the students to choose

from. I will end an activity while the interest is still high, first because then they will be more

interested to go back to that activity later and second because once students get bored, their

behavior gets off task.

Every Friday, I will collect bell work and give credit if they have completed them. They

need to know it is not just busy work and they are accountable for it. When I mark work I will

keep my comments positive and try to point out the good things they are doing. I will create

rubrics for most major projects and review it with the kids so they know what is expected. When

I become more experienced and I have more trust in the kids, I will have them help me to decide

Classroom Management Plan 16

things they think are relevant to go in the rubric. I will also give the students rubrics on projects

to assess themselves. This may be at the end of the unit, or I may have them assess themselves

on a rough copy and they can go back and polish it up. Any way I can create an atmosphere of

student responsibility is important.

12. School Administration (includes reference to Appendix C, Summary Outline of

Classroom Management Plan)

First off I will find out what the school wide policy is for discipline and then weave that

into my plan. I will meet with the principal to go over my discipline plan and make sure that they

approve. I will show my management plan or the summary. I will find out what the students are

doing when they go the principal’s office; I do not want the principal’s office to be a fun place to

be where the secretaries are giving them attention. I will only send students to the office when it

is a severe offence and I will make the office aware of that.

13. Home (includes reference to Appendix D, Letter to Parents)

Before the school year starts I will be sending home a note to welcome the students to my

class. I will tell a little about myself and I will include a section titled ‘One or two things I would

like Ms. Robinson to know about my child’ I will ask that they return this section on the first day

of school. This note will also include my school phone number if they would like to talk to me

about any concerns. During the first week I will send home the code of conduct in a letter to

parents. I will call each child’s parents before the first report card to let them know how their

child is doing and answer any questions they may have – this is meant to be a positive phone call

home. I believe if I have good communication from the beginning, parents will be more

Classroom Management Plan 17

cooperative when problems do arise. I will also invite parents to participate in any field trips and

get parent volunteers if possible. We could use parents to help with school concerts or as a

reading tutor for our class.

14. Data Tracking

Every student will not need a behavior notebook unless they receive a warning for their

behavior. A warning occurs only after using close proximity, staring and gestures to pressure

them to get back on task. If they receive a warning (first offence), the student is handed a

behavior notebook from me and is supposed to write their name on the notebook, the date, the

behavior and one checkmark following it. They have a clean slate each day and I will collect and

store the notebooks in their file. They only need their notebooks back when they receive a

warning. This is done with minimal disruption to the rest of the class. For severe incidences I

will write in their behavior notebook and a parent will be called. I will record the date the phone

call was made. The behavior notebook will be mostly written by the students, but it will be a

great tool at parent/teacher conferences to show their behavior. All severe incidents will be met

with a teacher/student conference. And any student receiving a 2nd

offence or more will have a

meeting scheduled with me to determine the underlying cause of their behavior and we will talk

about how we can fix it.

I will have another notebook of all original copies of procedures and routines in a binder

with plastic covers for future use or if administration asks what procedures I am using in the

room. I will also keep track of my leader of the week, so that each child gets a turn.

15. Conclusion (optional to include samples of special symbols as an Appendix)

Classroom Management Plan 18

A grade three class will benefit from having lots of structure with procedures and

routines. Children this age like to know exactly what is right and wrong to do in the class,

and they feel comfort in knowing what is expected of them. I feel this age is appropriate to

start students in leading discussions, solving their own problems and having choice and

responsibility. Giving students self assessments and practicing positive self talk are other

ways to enhance students’ social and emotional development. I believe that every child can

learn, provided the classroom is based on individual needs, a cooperative inclusive

atmosphere and positive motivation. Here are some special things/sayings to remind my

students of the rules and philosophy of my class.

3 before me (ask 3 students for help before asking the teacher)

Peace and quiet (one hand in a peace sign, the other on the lips

One, two, three, eyes on me

Respect yourself, respect your neighbor, respect your neighbor’s things

Using clapping patterns for children to copy to help them to focus

I like Jenny (student’s name), because she is kind....then Jenny takes over and says

what she likes about someone else until the whole class has had a turn.

Come up with a classroom name and post it on or above the door

As the year progresses and we become a tight knit team, the class will help me to come

up with new symbols or sayings that are unique to our class.

Classroom Management Plan 19

References

Anderson, D. (2009). Classroom Management and Discipline. SUNY Potsdam: Class

Fall 2009.

Curwin. R.L Mendler , A.N (1988). Discipline with Dignity. Alexandria, VA: Association for

Supervision and Curriculum Development.

Geggie, S. (2009). Classroom Management and Discipline. SUNY Potsdam: Class Fall

2009.

Jones, F.H., Jones, P., & Jones, J. (2007). Tools for teaching. Santa Cruz, CA: Fredric H. Jones

& Associates.

Kohn, A. (1996/2006). Beyond Discipline: from compliance to community. Alexandria,

VA: Association for Supervision and Curriculum Development.

Marzano, R.J., Gaddy, B. B., Foseid, M.C., Foseid, M.P. & Marzano, J.S. (2005). A

handbook for classroom management that works. Alexandria, VA: Association

for Supervision and Curriculum Development.

Purkey, W. & Novak, J. (2008) Fundamentals of invitational education. Kennesaw,

GA: The International Alliance for Invitational Education.

Wong, H.K. and Wong, R.T. (1998). The first days of school. CA: Harry K. Wong

Publications, Inc.

Classroom Management Plan 20

Appendix A

Sample Classroom Drawing

Classroom Management Plan 21

The sample drawing is not included in this document!

Classroom Management Plan 22

Appendix B

Student Evaluation

Classroom Management Plan 23

Student Evaluation

Name: ____________________________

Date: _____________________________

Management Skills: Almost Always I am working on it

1. I follow the classroom code of conduct _____________ ________________

2. I follow all routines and procedures. _____________ ________________

3. I do my work in class and on time _____________ ________________

4. I complete my homework _____________ ________________

5. I can work by myself _____________ ________________

6. I keep my desk area neat and tidy _____________ ________________

Respect for Property, Self and Others:

7. I take care of classroom property and I respect _____________ ________________

the property of others.

8. I use playground equipment properly _____________ ________________

9. I act responsibly in the cafeteria _____________ ________________

10. I act responsibly in the hallways _____________ ________________

Respect for Others:

11. I am a good listener and I try to understand _____________ ________________

12. I try to understand others point of view _____________ ________________

13. I don’t hurt other people physically _____________ ________________

or with my words

14. I am helpful to others _____________ ________________

15. If I see someone being bullied, I try to help _____________ ________________

What are a few things you would like to improve on for your next evaluation?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Classroom Management Plan 24

Appendix C

Summary Outline of Classroom Management Plan

Classroom Management Plan 25

My classroom management plan is based on well thought out routines and procedures

and a focus on choice and student responsibility. I have procedures posted all over the room to be

practiced and reviewed daily by students. Our classroom Code of Conduct is stated below. This

may change as the students and I discuss the best rules that suit our needs. My focus is on great

management and only a small emphasis on rewards and consequences. I will reward all my

students as a surprise for working hard by giving the class things like no homework for the night

to show how much I appreciate them. I will not use rewards or punishments as coercion, bribery

or as a threat. The consequences are based on increasing levels of severity.

Code of Conduct:

1. Please respect everyone in this class.

2. Please raise your hand for permission to speak.

3. Please keep hands, feet and other objects to yourself.

4. Please look and listen when the teacher or a student is speaking.

5. Please stay in your seat unless you have permission to do otherwise.

If these rules are broken, I will respond with small warnings. For example: moving closer to the

student, an eye raise, shaking my head. Then I would ask what they should be doing, ask them in

private to stop the behavior (without stopping my lesson) and then bring them aside to talk to

them about their behavior.

If the behavior continues, I will give them a behavior notebook and I will ask them to

write down their misbehavior. The whole plan is to help students become aware of their

behavior. The plan is as follows:

Discipline Plan:

1st offence: Student writes their behavior in their notebook with a check mark (warning)

2nd offence: Stay inside 10 minutes at recess (doing school work/conference)

Classroom Management Plan 26

3rd offence: Stay inside for two 10 minute sessions at recess (doing schoolwork/conference)

4th offence: Parents called

Severe offence: Mainly regarding rule 1. Both the victim and the bully’s parents will be called

and a conflict resolution meeting will take place with both students to address the issue. It may

be appropriate to have separate meetings with only the teacher and each student. This meeting is

not to punish, but to help the students develop proper values and social skills by aiding them to

perspective take and solve their conflicts in a mature manner.

I will build positive relationships by taking an interest in students and finding out their

individual needs. Perspective taking conversations will be student led and will talk about issues

that build cooperation and trust in my room. This will help each student to express themselves

with others. I want everyone to feel comfortable, loved and valued.

Classroom Management Plan 27

Appendix D

Letter to Parents

Classroom Management Plan 28

Dear Parents,

I am excited for an amazing year with your child. To get off to a good start, I would

like to present you with our class Code of Conduct which has been developed by the

students and myself. The Code of Conduct is made to ensure that every student feels

safe, valued and comfortable in our classroom. I would like you to review this with your

child and send the bottom portion back to me signed that you have read it and agree

with the terms. As a class, we expect our Code of Conduct to be followed by everyone.

Sincerely, Ms Robinson

Code of Conduct

1. Please respect everyone in this class.

2. Please raise your hand for permission to speak.

3. Please keep hands, feet and other objects to yourself.

4. Please look and listen when the teacher or a student is speaking.

5. Please stay in your seat unless you have permission to do otherwise.

I _______________________, agree with the terms of our Code of Conduct and promise to

abide by these rules.

Student signature: ______________________

Parent signature: _______________________

Date: _________________________