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Classroom Management Plan
Introduction
Comprehensive classroom management is an essential prerequisite for the effective
engagement of students in learning (Brady & Scully, 2005, pp.103). Classrooms
must provide a safe and inclusive environment, minimising factors which will disrupt
learning and teaching processes taking place (Nicholson in Churchill et al, 2010,
pp.282). Teachers must recognise that learning remains secondary to student needs
for psychological and physiological satisfaction, particularly desires for safety and
belonging which should be met within the classroom ecology (Grossman, 2004,
pp.11-12). This management plan seeks to consider these causes of student
misbehaviour within the classroom, and through planning; it will acknowledge various
preventative strategies to reduce behavioural issues, ultimately aiming to provide
facilitation of learning for all students (Brady & Scully, 2005, pp.105).
Philosophy of teaching
Adopting Vygotskys social constructivist approach, I view student learning to be a
process of meaning construction made possible through social interaction (Nagel in
Churchill et al, 2010, pp.80). I perceive learning to be socially negotiated through
student cultural tools of language and symbolic systems (80), and I further
acknowledge my teaching role as a facilitator within a myriad of unique learning
experiences. I see myself as more of a lead teacher, rather than authoritarian boss
in the classroom (Glasser in Brady & Scully, 2005, pp.113), and in developing a
decisive teaching style, I recognise the importance of discussing learning choices
with students. Ultimately, I seek to display an authoritative but approachable
demeanour, emphasising the importance of friendliness, openness, and a sense of
humour throughout all classroom interactions.
Objectives for developing a positive learning environment
This classroom management plan seeks to establish an environment conducive to
student learning and achievement (Brady & Scully, 2005, pp.109), developing pupil
self-discipline and independence through:
- Teacher respect and consideration of all students, their individual contexts,
diverse needs and interests (Glasser in Brady & Scully, 2005, pp.113)
- Full student participation in planning relevant and need-satisfying learning
environments which remain safe and inclusive (113)
- Appropriate teacher analysis of misbehaviour before taking action and
determining the suitable level of intervention (Dreikurs in Brady & Scully,
2005, pp.112)
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- The creation and maintenance of class cohesion; feelings of unity and
cooperation as a team of learners through democratic meetings and Circle-
time (Grossman, 2004, pp.33)
- Nurturance of individual accountability, ownership and responsibility for
actions through consistent student engagement in the creation of a classroom
code, and other decisions regarding procedures and logical consequences
(Arthur-Kelly et al, 2006, pp. 135)
- Continual reflection and considered evaluation of student-developed
solutions, through regular conferencing.
- Development and monitoring of management strategies in accordance to
wider school/community policies (Brady & Scully, 2005, pp.109)
Student needs within this classroom
Mackay (in Churchill et al, 2010, pp.356) asserts that misbehaviour is an important
message which must be decoded by teachers, and a reflection of student needs and
desires not addressed in the students learning environment (356). In this plan,
classroom relationships are viewed as an ecological organisation, acknowledging
that students, although separate from their context, remain constantly engaged in
influential interactions with others and their environments, both inside and outside
the classroom (Rodriques, 2010, pp.1). Before taking a course of action, it is crucial
that these behaviours are analysed with recognition to the classroom ecology (Brady
& Scully, 2005, pp.113)
- Contextual needs: The physical classroom environment can be a barrier to
student learning (Grossman, 2004, pp.45). Classroom design including
arrangement of furniture in rows may induce a lack of space for efficient
mobility across the classroom, but also impede appropriate volume dynamics
(no quiet areas); necessary for learning and democratic class discussions.

- Physiological needs: Within a hierarchy, the most basic needs of survival and
safety are required before psychological needs are considered, and ultimately
before learning can occur (Krause et al, 2010, pp.232). They are the most
fundamental motivators behind human behaviour, and factors which will be
considered in the planning and structuring of learning experiences, but also in
future analysis of student misbehaviour (230).

- Psychological, emotional and social needs: According to Glasser (in Bucher &
Manning, 2001, pp.89), students possess the psychological needs for
belonging, power, freedom and fun within the educational context. These are
key factors which drive decisions behind pupil behaviour (Brady & Scully,
2005, pp.112). Social acceptance among peers remains an imperative
student need, and may be the main cause of disruptive attention-seeking
behaviours, and consequential power struggles between students and the
teacher (Malmgrem et al, 2005, pp.37). Calling out and asking ridiculous
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questions may be ploys to gain attention and acceptance of peers and the
teacher. Here positive classroom relationships must be developed to ensure
all students feel valued and accepted within a cohesive group (Malmgrem et
al, 2005, pp.37).

- Learning needs: Student behaviour can be influenced by ineffective
pedagogical methods, level of engagement within tasks, and irrelevance of
learning to own life (Grossman, 2004, pp.45). Teachers need to be aware
that anxiety and stress can also be created from a lack of synchronization
between student learning preference and the teachers instructional technique
(45).


- Medical needs: Students may experience learning difficulties due to
impairment in physiological abilities such as hearing, vision but also in
intellectual capabilities (including level of concentration) These are crucial
factors contributing to disengagement in learning, and possible misbehaviour
(Grossman, 2004, pp.4 and Krause et al, 2010, pp.337).

Strategies for creation of a positive and inclusive learning environment
Teaching style
- Teaching will be delivered in a decisive manner, fostering student belief that
the teacher is authoritative and confident in their leading role (Brady & Scully,
2005, pp.133).
- Extra efforts will be made to ensure teaching is carried out in an organised
manner, reflecting full preparation has taken place (133). Appropriate
organisation may involve the teacher arriving first to class in order to establish
routines for smooth transition to work, but also to minimise potentially
distracting and disrespectful behaviours that may take place without
supervision.
- Ultimately, the teacher will seek to establish fair, clear and consistent
procedures and expectations for learning, providing appropriate limits on
student behaviour in an encouraging manner (133). Students will be
empowered through freedom and power over own actions, and teacher
relationships will perpetuate Glassers seven positive habits; accepting,
respecting, listening, supporting, trusting, encouraging and negotiating
(Shillingford & Edwards, 2008, pp.64).
Classroom Context
In order to minimise contextual barriers to learning, the following strategies will be
implemented throughout the term in the classroom:
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Desks will be arranged in small groups to facilitate open discussion of ideas
and supporting a dialogic pedagogy (Godinho in Churchill, 2010, pp. 251).
Students can choose own seats first week, however, this will be evaluated
and teacher allocation may be required due to ongoing conflict or disruption.
At the tables, students will sit within full view of whiteboard at front of class (no
chairs with their backs to the teacher), enabling maximised visibility for both
the teacher and pupils, but further assisting in the creation of space and
mobility throughout the room. Such an arrangement will assist in teacher
withitness; continual scanning and movement around the classroom used to
monitor student work, but also to identify and prevent potential disruptions,
(Arthur-Kelly et al, 2006, pp.140).
The classroom layout will also feature Chill-out or withdrawal areas with bean
bags/couches for students who need quiet time for independent learning.
Such inclusive strategies all contribute to positive sense of class identity
(Godinho in Churchill et al, 2010, pp. 251).
All efforts will be made to ensure appropriate lighting and ventilation to
facilitate physical comfort for all students (Mackay in Churchill et al, 2010,
pp.342-343).
Assertive and decisive procedures for routine activities including trial of non-
verbal clapping strategies for gaining student attention and managing noise
level, and practices for roll marking and lesson transitions will be implemented
as soon as possible, after explicit teaching. These procedures will be
evaluated after the first week, and changed if necessary (Arthur-Kelly et al,
2006, pp. 139). Evaluation will continue on a fortnightly basis after this.
Curriculum, learning tasks and pedagogical techniques
The following strategies will be implemented to cater for the unique learning needs of
students:
Explicit task instructions and work expectations will be provided in a decisive
teaching manner at the beginning of the lessons to ensure students are fully
prepared for learning.
In accordance to a social constructivist orientation to learning, activities will
feature opportunities for student cooperation and collaboration, important in
the development of social and communication skills for class cohesion
(Grossman, 2004, pp.34). Although groups will be heterogeneous, caution
will be taken with regards to behavioural issues in creation of groups.
Opportunities will also be provided for students wishing to undertake
individual learning.
Students learn better when taught in accordance to their preferred learning
styles (Grossman, 2004, pp.47), and Gardners concept of multiple
intelligences will be used to cater for these preferences in learning (Nagel in
Churchill et al, 2010, pp. 94-95). At the start of the year, pre-testing will
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incorporate a MI test, indicating these learning styles. These styles will then
be acknowledged in planning and seating arrangements.
Help procedures will be discussed and implemented through class
collaboration. Strategies such as Ask yourself, ask a friend, ask the teacher,
may free up teaching time to assist other students.
Ultimately, efforts will be made to design a differentiated curriculum, offering
opportunities for students to work at their own pace and self-determined level
of difficulty (Davis, Rimm & Siegle, 2011, pp. 154-56). Learning contracts will
be created through teacher conferencing to negotiate work load and student
interest, specifying alternative activities for if students finish early.
Medical conditions
Factors considering aid support, logistics, access to appropriate treatment,
certification and staff training will all be managed with regards to the school policy,
underpinned by key pillars of safety and inclusion (Nicholson in Churchill et al,
2010, pp.290). In the classroom, specialised seating allocations will be made
according to physical environmental needs (lighting, close proximity to white board,
away from noisy wet areas, etc.), but also to maximise support (seat closest to
teacher).

The strategies discussed will be implemented throughout the term, and regularly
evaluated through teacher, student and whole-class reflections (on a fortnightly
basis). If deemed unsuccessful, further analysis, research and planning will be
undertaken to determine a new course of action.

Establishment of classrooms: Grade 5/6 Code
Teacher and student behavioural expectations must be developed and explained as
quickly as possible, and, the classroom code will be the focus of the first lesson
through classroom collaboration in the Circle-time format (Arthur-Kelly et al, 2006,
pp. 132). Student involvement will provide democratic participation and ownership of
expectations, and the teacher will guide discussions, without being overly
authoritarian (Castle & Rogers, 1993). The classroom code model is adapted from
Arthur-Kelly et al (135) and will be introduced to the class with a teacher-lead prompt
such as in Grade 5/6 we respect each other and work together to help each other
learn Students will then brainstorm ideas around teacher-guided values of:
Respect for others- regarding talking and listening in
classroom interactions, noise level of classroom, behaviour
before/after entering the room, movement and property of
others.
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Being safe- procedures surrounding student movement and
behaviour in and outside classroom, and with regards to specific
equipment.
Being a learner- students will always trying their best and take
risks in learning
Working together as a team- courteous sharing of ideas,
cooperation, and conflict resolution through discussion
Being proud of self, class and school
(Adapted from Brady & Scully, 2005, pp.126)
Each rule in the code will be written in decisive and positive language, and displayed
prominently around the room (Brady & Scully, 2005, pp.125). The code will be
explicitly taught in lessons to facilitate full student understanding (Arthur-Kelly, et al,
137). These rules will adhere to wider school and community values and policies,
particularly with regards to key pillars of safety, support, inclusion, challenge,
and engagement (Nicholson in Churchill et al, 2010, pp.280-298).
Students will also be given the opportunity to develop expectations for the teacher,
ultimately, the appropriate roles, responsibilities and rights of the teacher within the
classroom and learning.
Logical consequences
Natural or logical consequences are more effective than contrived applications of
coercive punishment and will be utilised in the classroom (Brady & Scully, 2005,
pp.170). Such non-punitive consequences create a logical connection between
student misbehaviour and its effects (Malmgren et al, 2005, pp. 37), and thus, assist
students in ownership and responsibility for their actions (Brady & Scully et al, 2005,
pp.170). These logical consequences, like the standards in the classroom code,
will be also discussed and teacher-lead in class collaboration, with full student input
in their creation (Malmgren et al, 2005, pp.37). These may be around the themes of:
You break it, you fix it- responsibility for solving own problems through
apology and thoughtful resolution. E.g. Student knocks over other childs
books, he then must pick them up and apologise.
Natural loss of privilege- E.g. separation of students who are talking and
disrupting teacher or another students learning (adapted from Education
World, 2011).
Taking a break- students who are about to lose control or disrupt anothers
learning may be asked to remove themselves to think about behaviour and
regain self-control (Dyson, EDF4250, 2012)


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Plan of action for addressing misbehaviour
In addition to the practical measures provided above, the following plan of action is
a framework for solving the diverse range problems within the classroom (adapted
from Gordons six step model in Bucher & Manning, 2001, pp. 89, and WDEP model
in Wubbolding, 2001), and includes suggestions for preventative and corrective
strategies to be applied within a step-by-step process.
1) Define the problem (lower levels of disruption and conflict):
a. Teacher must determine whether the problem is theirs or the students
(Mackay in Churchill et al, 2010, pp.360). Is the problem related to an
indecisive teaching style or contextual factors controllable by the
teacher?
b. The teacher must also consider Rogers intrusive scale, defining an
appropriate level of intervention with the least intrusive interference to
student learning (Brady & Scully, 2005, pp.164). Tactical ignorance
should be first action unless behaviour is dangerous (153). Consider, is
the behaviour detrimental to student learning and engagement of
others?
c. If a low level of intervention is required (eg. the student is talking whilst
you are leading discussion), preventative strategies will be
implemented. This may include teacher proximity (moving towards
distracted or off-task students) (Brady & Scully, 2005, pp.166), non-
verbal communication (intent stare, non-offensive gesture) (Arthur-
Kelly et al, 2004, pp.68-69), or task-related questioning to divert pupils
from potential misbehaviour (Brady & Scully, 2005, pp.1).
d. When identifying true nature of the problem, supportive strategies will
be implemented. The teacher will use active listening and open
questioning to enable child to express their wants and perceptions
(Wubbolding, 2001), but also to express the teachers empathetic
understanding of these needs (Bucher & Manning, 2001, pp.90). For
example, if students are being disruptive to gain peer acceptance,
teaching could encourage positive student contributions to discussions.
Gordons I-Messages will be further useful for expressing the nature of
the misbehaviour, assisting to develop awareness of the effects of
student actions on others, and critical in maintaining open
communication (Brady & Scully, 2005, pp. 66)
e. Corrective strategies in the form of non-verbal gestures/expressions, or
referrals back to the classroom code may also be used to quickly
prevent escalation of misbehaviour. This could be as simple as
acknowledging disruption with use of students name and indicating the
relevant behavioural standard in code.

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2) Develop possible solutions and options.
- With smaller problems, the plan may end here. Students will be asked to
examine the direction of their actions, evaluating its effectiveness in gratifying
needs (Wubbolding in Robey, 2011, pp.231). Analysing problem and previous
attempts to intervene, the teacher will evaluate the scenario with the student,
considering logical consequences, and possible solutions to the problem.
Importance will be placed on offering clear choices to ensure student
responsibility for the logical consequences of their actions, and enabling them an
opportunity to comply with the code without losing face (Brady & Scully, 2005,
pp.169).
(Extreme or persistant cases of disruption and conflict)
- Conferencing will begin. Here, teacher will allow the child/children to list their
possible solutions first, free from teacher evaluation. The teacher will then make
additional suggestions, referring to application of logical consequences, but
without devaluing students options. Again open questioning will be used (Arthur-
Kelly et al, 2007, pp.78). At this point, if the student resists or argues, logical
consequences should be determined as best solution, in accordance to wider
school policy. This may involve intervention of principal, or isolation in another
room.
3) Assess the solutions and options- The child will identify the consequences of
each collaborated option (Arthur-Kelly et al, 2005, pp.78). Any unacceptable
choices/options identified by either the teacher or student will be removed at this
stage. Planning from here on should remain simple, attainable, measurable,
immediate, consistent and controlled by the student (Wubbolding 2001,)
4) Determine best solution: the student is provided full choice over their future
actions and consequences (Bucher & Manning, 2001, pp. 90), and they are
empowered through choice of solution with the best chance of success, and minimal
negative consequences (Arthur-Kelly et al, 2007, pp. 79).
5) Determine how to implement the decision: the teacher and student will list the
steps required to achieve the solution, including the roles and rights of both parties.
6) Evaluate how well the solution solved the problem. After an appropriate trial
time, the student and teacher should evaluate effectiveness of solution in a
conference. If successful, the solution should continue to be implemented
indefinitely, however, if deemed unsuccessful by either teacher or student,
additional solutions from step 2 should be considered and trialled (Arthur-Kelly et al,
2007, pp.80).
The format of a class meeting or circle time will be utilised for democratic whole
class participation within issues of behavioural management and expression of
expectations (Department of Education and Training, Northern Territory, 2009).
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Within such a safe space, issues would remain hypothetical, with no names
mentioned, but still follow this step-by-step process of negotiation. Conferencing
between just the teacher and pupil (with parents and principle) may be more
appropriate for developing plans of action for students displaying serious disruptive
behaviours, or even cases of extreme conflict within the classroom.

Evaluation of management plan
This management plan will be trialled throughout the term, with specific strategies
evaluated on a fortnightly basis through both teacher and student reflection. If
deemed unsuccessful, these procedures will be analysed and further solutions will
be developed with student participation through Circle time and individual
conferencing.




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References
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environments, South Melbourne: Thompson, pp. 60-85, 115-158.
Brady, J., & Scully, A. (2005) Engagement inclusive classroom management.
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Bucher, K, T., & Manning, M, L. (2001) Exploring the foundations of middle school
classroom management, Childhood Education, Vol.78(2), pp.84-90.
Castle, K., & Rogers, K. (1993) Rule-creating in a constructivist classroom
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