Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Fheoshamin Marshall

University Maryland University College

Foundations of Teaching for Learning

EDTP 600 9040

Mr. Fazio

July 4, 2016
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Classroom Management Plan

This is a classroom management plan for teaching high school mathematics. First and

foremost, classroom management is an art that requires a creative mind and patience to perfect.

Creating a classroom management masterpiece based on the fluidity of students is a challenge

and it will require a willingness, of both teacher and student, to change in order to create an

educational setting that motivates and encourages learning. Keep in mind that classroom

management is not just about discipline. If that were the case then the focus on education would

be lost. Classroom management is more about setting the tone, mood and theme required to

encourage and motivate learning. Classroom seating, rules and procedures should be

`accommodating and clearly convey what is expected of students in order to keep them engaged

in tasks and facilitate discipline and instruction.

Classroom Seating

The physical arrangement of the classroom is essential to good classroom management.

The classroom is no longer considered a benign homogeneous cube, but rather a network of

varied and interconnected micro-environments (Lambert, 1995). This means that classroom

settings should be constructed to comfortably accommodate students of all nationalities while

meeting personal space requirements because Personal space has a direct impact on learning,

and [teachers] must take this into consideration when designing [classrooms] (Wiles, 1978).

Given the limited amount of space and number of students in classrooms today, classroom

arrangement can either be a powerful learning tool or chaotic learning environment. Therefore,

seating arrangements should not be left to chance by allowing talkative students to sit together.

This will cause disruptions in class, place teachers at a disadvantage and negatively impact

student learning, interpersonal behaviors and effectiveness of instruction. Despite the challenges,
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classrooms should be arranged in a manner that provides a comfortable learning environment

and promotes teacher-focused attention. The framework for my classroom will be simple, neat

and without clutter (I know mathematicians are stereotyped as messy but it still begins with a

clean slate). My classroom will be constructed to foster a holistic- learning approach that will

incorporate all school subjects and deepen students understanding of math and its patterns.

Engineering masterpieces showcasing the mathematical accomplishments from different

countries, such as Taipei 101, will be placed along the walls to appeal to individuals of different

gender, race and nationalities. Even my coffee cup and class clock will highlight math. To

assign seating, I would allow my students to sit where they please the first couple of days. This

will help me to identify behaviors, friends, shy students, visual impairments to the SMART

board, access to classroom material, maneuverability and monitoring of all students to properly

arrange my classroom. Based on classroom size, desk in my classroom will be arranged in

groups of four, directed toward the smart board and with my desk behind or to the side of them.
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This physical arrangement will provide adequate personal work space, facilitate a rich

learning environment, promote collaborative discussions between students and myself, focus

student attention on where it needs to be and provide me with the oversight I need to manage

learning and behaviors.

Behavioral Management

I read an old chinese proverb that said, "If you are planning for a year, sow rice; if you are

planning for a decade, plant trees; if you are planning for a lifetime, educate people" (Hargadon,
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2015). As a teacher, I believe students need a lifetime of educated in both school subjects and

development of acceptable behaviors or values needed to function in society. Therefore, after

setting the foundation for my rules, I will ask students to tell me what they think are the

difference between a productive and nonproductive classroom and how they relates to my rules. I

will use their answers to further build my rules. This will motivate student growth and not

eclipse their individual thinking or development. By me laying the foundation for the rules, I

establish authority and, by involving students in the decision-making process, I make them

responsible and less likely to disobey the rules and accept the consequences of their actions. The

foundations for my rules will be clear, specific and include eventuality.

1. Listen, intently, to understand and not to refute

2. Follow directions and pay attention to details

3. Raise Your Hand Before Speaking Or Leaving Your Seat

4. Keep hands, feet, objects and negative comments to yourself

After the rules have been set, I will explain to students the positive correlation between the rules

and their learning. This will encourage students to become more invested in them. In addition to

the rules that I set, I will also establish a behavioral code that I believe are essential to operate

effectively in society and develop long-term values.

1. Integrity, the source of self control

2. Respect, treat others as you would like to be treated

3. Patience and dedication

4. Confidence and flexibility, trust and embrace yours and your teammates abilities

I want to give students the freedom to experience and understand how their individual actions or

behaviors could positively or negatively influence or interfere with others progression. However,
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I need to ensure a safe and effective learning environment so I will be consistent in enforcing the

rules and will not tolerating bullying, harassment, assault or crime of any kind on school

grounds. I believe in using the three-strike method for in-class discipline. If students misbehave

or get out-of-order then the consequences will be as follows:

1. First Offense Verbal warning or name put on board

2. Second Offense Teacher/student conference/change of seating

3. Third Offense Teacher/Student conference/call home/administrative actions

(Counseling or dismissal)

After the rules have been established, disciplinary actions will be implemented for any violation

or deviation from the rules. Additionally, a detailed anecdotal report or journal outlining the

infractions and unacceptable student behavior will be recorded to provide the evidence required

to efficiently conference with the parents and effectively elevate disciplinary actions to the next

level should it need to be. In an article I recently read, Paultanis stated, Keeping all these

records gives you a justification and a springboard for making a Functional Behavior

Assessment, or FBA. An FBA is an organized method for cataloging and assessing problematic

behaviors over time with the goal of understanding the cause and purpose of the behaviors.

Generally, behaviors occur in response to a specific stimulus, and they may not always be

obvious (Paultanis, 2014). By clearly establishing the rules and consistently applying

disciplinary actions required for rules violations, students will gain awareness and self-control in

following them.

Procedures for classroom management

Harry Wong, an educational speaker stated that, It is the procedures that set up the class

for achievement to take place (Wong, 2013). In managing the classroom, it is important that
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teachers establish positive classroom procedures and routines. Once established, teachers should

discuss the procedures with the students during the first week of class. My procedures will be as

follows:

1. Enter the room: Each day, I will greet my students as they enter the

classroom. Students should enter the classroom politely, in an orderly fashion,

without horseplay or loud antics and not to disturb students.

2. Warm-up: Students will be in their seats before the tardy bell rings and place

any homework due on the edge of their desk. After that, they can begin

completing the classroom problems on the Smartboard. They may work as a

group but if they get too loud, then group work will be stopped. During this

time I will take role call and walk around to collect homework, if any was due.

I would then ask students how they did on the warm-up exercise and answer

any questions they may have.

3. Bathroom break: If a student needs to use the bathroom, they will raise their

hand to notify me. There will be passes for one female and one male each for

tracking purposes. Students will have 2 minutes to use the bathroom and return

but can be adjusted based on the urgency.

4. Classroom participation: All students will be required to actively participate

in the classroom. My questions will require some thought so students will need

to know the information that has been covered and will be given 3-5 seconds to

think about the answer. I will randomly select individuals to answer the

questions using the cold-call and no-opt out techniques. If the student does not
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know the answer, I will come back to them. Also, students will not interrupt

other students when they are answering a question.

5. End of class: Class is not dismissed by the school bell, it is dismissed by me.

During the last 5 minutes of wrapping up, students will need to quietly clean

their areas and classroom, return all material to its place, return to their seats to

hear my closing remarks, reiterate what was learned and ask any questions they

may have.

6. Positive Reinforcement: I like to have fun in my class and love to compliment

students on their hard work. I want students to know that, like any sport, math

is a skill that requires practice. Getting the wrong answer should be looked at as

an opportunity and not a bad thing. The effort students put into getting the right

answers, doing more problems and being creative will be rewarded.

Conclusion

In conclusion, Wong stated An effective teacher manages the classroom while a

ineffective teacher disciplines the classroom (Wong, 2013). Classroom management is not just

about discipline. Discipline is only a small piece to a greater puzzle. Classroom management is

about creating a safe, well-constructed, challenging and enjoyable environment that is conducive

for student learning. My classroom will be lively, fun and non-judgmental. Students will have

the freedom to explore their individual skills and build confidence in their own abilities by not

being afraid to be wrong because to be creative you have to lose the fear of being wrong.
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References

Hargadon, S. (2015, August 3). The Learning Revolution Has Begun. Steve Hargadon Blog.

Retrieved from http://www.stevehargadon.com/2015/08/if-you-are-planning-for-year-

sow-rice.html

Lambert, N. M. (1995). Seating arrangements. International encyclopedia of teaching and

teacher education, 2. Retrieved from http://behavioradvisor.com/ClassroomDesign.html

Paultanis, C. (2014, May 27). Behavior Management Strategies. UDEMY BLOG. Retrieved from

https://blog.udemy.com/behavior-management-strategies/

Wiles, J. W. (1978). Reassing personal space in the classroom. The Southern Journal of

Educational Research, 12(1), 111-114. Retrieved from

http://sdpl.coe.uga.edu/articlesandpapers/melissasmith.html