Running header: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Kevin Mark

ITL 530: Optimized Learning Learning Community

National University

Professor Johnson

November 21, 2019

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Abstract

The following paper is the framework to my Classroom Management Plan (CMP). The

following CMP is geared to elementary school, grades K-6. This plan is based on the foundational

belief that each student is a unique individual with differing needs. The goal of my CMP is create

an organized and structured classroom geared toward student success. Presented here are my:

rules and procedures, reward strategies, consequences, intervention and support strategies,

engagement and motivation, social/emotional skills (SEL), and culturally responsive learning.

Introduction

The purpose of my K-6 Classroom Management Plan is to bring a sense of purpose and

structure to my classroom. My CMP will create and maintain a positive learning environment where

students may be themselves while growing into the individuals they wish to become. I believe

students are prone to misbehavior if they do not know their expectations. It is my goal to have

students aware of what is expected of them everyday and what will happen if those expectations

aren’t met.

This CMP will be a framework on how I will manage a classroom to be organized and

productive. My plan is a living document that will improve over time to serve my student’s

academic and social-emotional needs. Wong and Wong writes, “Effective teachers keep teaching

year after year because they never stop designing and tweaking their classroom management
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plans for both teacher and student success” (Wong & Wong, 2018 , P.26). It is on these principles

that I present my Classroom Management Plan.

Rules & Procedures

My classroom rules will be developed to make my students safe, engaged, and successful.

Before my own classroom rules are established, I will present my students with the school wide

rules. Examples include; walking in hallways, not littering, no fighting, etc. For K-4, developing

classroom rules will involve a lot more student input. I will first teach the rules verbally. I will have a

discussion with the students and guide into compiling a list of the most important classroom rules.

I will keep students focused on logical rules, influencing their choices if need be. Rules will be

positively stated, few in number, simple and specific, and measurable/observable (“Classroom

Management,” iriscenter.com, 2012).

The final list of rules will be written on a large poster and hung in the classroom. Each

student will sign the poster. Students will then sign individual printed contracts with the school’s

rules and the classroom rules in writing.This copy will be sent home with the student’s

parent/guardian to sign as well. I will then model for students certain situations where rules will be

implemented. I will act out what correct and incorrect behavior looks like. Following my own

modeling, I have students act out situations of rule compliant and rule noncompliant behavior in

small groups. Lastly, I will lead a discussion on the importance of the rules and why we have them

in our classroom.
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K-4 Rules

- We treat everyone with kindness

- Our hands are kept ourselves
- Raise your hand before speaking
- We follow the teacher’s directions
- We take care of our materials

For grades 5 and 6, I will have a more teacher established stance towards developing the

classroom rules. Students will still first be presented with the school wide rules. I will tell the

students the rules and have them written on a poster in the classroom. Students will sign the

poster and an individual contract with the written rules that will also be sent home for the parents to

sign. I will have students model for each other examples of following the rules and breaking the

rules. As a class we will then discuss the finalized rules and their importance to the class.

Grades 5-6 Rules

- Treat everyone with kindness

- We are responsible for our actions
- Raise your hand before speaking
- Ask before leaving the classroom
- Cell phones, “smart watches,” devices are prohibited

Procedures

Classroom procedures are different from the rules in that they are how the students will

follow the rules. They are the actions and routines students will take in order to ensure that they

aren’t vulnerable to breaking the rules. I will use the idea from Wong and Wong’s, The Classroom

Management Book, to present the rules through a powerpoint presentation (Wong & Wong, 2018,

P.37). Each procedure for students. For K-3 simple procedures will be posted around the room
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with visual pictures. For example, on the door there will be a poster with a student entering the

classroom quietly.

Following here are my classroom procedures:

Entering the Beginning the day Asking a Transitioning Walking outside

classroom question from subjects the classroom

- Students will - Students will - Students will - In the - Students will

enter the begin by quietly raise their hand classroom, stay in their lines
classroom quietly reading and stay at their students will put as they transition
in their lines - The designated desk away not needed from different
- Students will homework materials and get locations at the
bring all materials “checker” will out what they school
with them from begin walking need - They will walk
their backpack around the - They will quietly - Hands will be
- Students will classroom to read as they wait kept to their sides
begin morning check work for further
routines quietly - Students will directions
wait for teacher to
present daily
schedule

Using the Getting water Sharpening the Lining up Finishing work

restroom pencil early

- Students will - Students will - Students only - Students will - Read quietly
use a designated use a designated are able to line up based on - Finish any other
hand signal for hand signal for sharpen pencils numerical order unfinished work
using the getting water when the teacher
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bathroom or other students
are talking

Packing up Ending the day

-Students will - Quietly and

write down the orderly put
homework and materials in
“must dos” in backpack
their planner
- Students will
clean up desks
and surrounding
areas
- Students will
pick up 5 pieces
of trash

Rewards

When students are following a rule/and or procedure I will provide them will positive rewards

and validations. These positive reinforcements will urge students to continue the positive behavior

and to celebrate their achievements. I will use the tenements of a Positive Behavioral Intervention

and Supports (PBIS) plan (“5 Ways to Reward…, 2019). The first pillar of my PBIS is I will first

give students verbal positive validations. I will thank them when I see them following a rule or

procedure and tell them how responsible they are.

The second pillar of my PBIS will be tangible rewards. I will run my class on a “Rainbow

Behavior System.” This behavior strategy has students build a rainbow with all seven colors.

Students will start with no colors, as they demonstrate examples of positive behavior I will instruct
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the student to add the first color to their rainbow. If they get a color of the rainbow they can get a

bracelet for their good behavior. It will be the objective of the student to get all colors in their

rainbow. When they do get all colors in their rainbow they will be given free time at the end of the

day where they may play math games on the computer, draw, or read. Colors won’t be taken away

from the rainbow because I will use the “card system” of three strikes for consequences. For upper

grades, 5-6, I will not use the Rainbow System. I will issue free homework passes for students

who are exemplifying positive behavior.

I will also use group rewards as well. I will put a marble in a mason jar when the class as a

whole is showing me responsible and positive behavior. Once the jar is filled with marbles, the

students will be given a pizza party and free time at the end of the day. Marbles can be taken out

when students misbehave, though marbles can be put back in if the behavior is quickly turned

around.

Consequences

Students who are not following the rules or procedures will have to be given consequences.

I will use a consequence chart that gives students several warnings and consequences depending

on the behavior. I will utilize the “card system;” all students start with a green card, a yellow card is

a verbal warning and discussion of what they are doing wrong, an orange card is a missed recess

and a letter of what they are doing wrong and how they can improve it, lastly, a red card means

contact home, contact to principle a letter of apology, and a missed class privilege (miss a pizza

party, assembly,...). Depending on the severity of the behavior, a student can go from a green card
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to a red card. (This happens if the behavior was severe; hurting another student, bullying,

persistent problems, destroying property).

All cards will be reset each month. Students can reverse their cards if they have changed

their behavior, realize their mistake and is able to be consistent. If a student’s card is changed,

they will be given the exact reason why I am changing their card.

Interventions & Support Strategies

An intervention and support strategy I will use are morning meetings and harmony circle

meetings. I will use the morning meetings at the beginning of each day. Morning meetings will have

students participate in relationship building activities with their classmates. Examples include,

finding out interesting information about a partner, sharing a “high or low,” something they are

excited for. This strategy gives me the opportunity to check in on the students in a non-direct

manner. This will help me understand how the student is feeling that day.

I will use harmony circles once a week to hear from the students. “A circle is a versatile

restorative practice that can be used proactively, to develop relationships and build community, or

reactively, to respond to wrongdoing, conflicts, and problems. Circles can be used as a tool to

teach social skills such as listening, respect, and problem solving” (“Restorative Practices…, 2014,

Pg.3). Subjects that will be discussed are what else I can do to help them succeed? Confronting

any group behavioral issue that is in the forefront, talking about the impacts of bullying, reiterating

expectations, giving time to give students positive feedback. I will use an object chosen by the

class that will act as an “speaking piece.” If a student has this object, they can speak.
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If a student has inappropriate behavior for a sustained period of time, I believe a plan should

be made between teacher, student, principal, and parents/guardian, that outlines ways to deal with

the behavior. I will reach out to parent/guardian when the students had their first red card. I will

send a letter to the parent telling them what happened. This communication will be documented.

After several red cards, I will make the principal and/or necessary administration aware of the

student’s continuing behavior. Parent/guardian will be updated every three weeks or so to inform

them on progress.

If it gets to a point where the student is becoming a threat to themselves, their classmates,

and/or myself, I will use the classroom phone to call the proper administration to have the student

removed from class and a more aggressive behavioral plan will be constructed. I will document

anything that has to do with behavioral actions, from minor to major incidents.

Engagement & Motivation

Keeping students engaged and motivated is a key element of my teaching. As long as

students are engaged with the task at hand, they are less likely to break rules and dismiss

expectations. I believe in the importance of building relationships with my students in order to get

their intrinsic motivations. Assignments and material will be relatable and meaningful to the specific

students I have. I will do this by using both project-based learning and technology for my student’s

learning. Dr. Dickenson writes in Teaching Outside the Box, “What is exciting about technology

today, that is different from the past, is the ability for students to create products of learning with
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web-based tools” which shifts “the focus of the classroom from teacher-directed to student-

centered” (Dickenson, 2019, P.3).

I use a lot of flexibility with my students on what they are able to research, read, or work on.

In the higher elementary grades, 5-6 grades, I will give students more freedom in how they turn in

their work. I will allow to handwrite or type their papers. Students will also be able to submit their

work with powerpoint as well. Each method of submittal with have a separate rubric. Projects the

integration of other subjects will keep the student’s interest and thus motivated to learn.

Social/Emotional Skills

I wish to develop the feeling of togetherness of the students in my class. Social skills I will

cultivate in my students are communication skills and teamwork. I will help teach students these

skills in the morning meetings, harmony circles, and group/[artner work. I will hope to implement a

judgement free classroom where students aren’t too scared to share their feelings during

discussions.

Students who might struggle with social skills will be given the option to work in a smaller

groups or placed in groups where students are helpful, willing to help, and productive with their

work. These students will also have specific hand signals with the teacher that will convey if they

need help or time out from the certain activity. I will work with these students by helping them

develop and achieve their social goals. I will meet with these students as needed to check in with

them and let be aware of my support.

Students with emotional needs will also be given hand signals with the teacher if they are

having an “episode” and need support or a step away. If a student is “triggered” I won’t call out the
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student in front of the class, I’ll approach the student at a time when they are calm and not in front

of their peers. The website, a “Guide to Schoolwide SEL” writes, “To feel emotionally safe,

students need teachers who are responsive to their needs. Responsiveness is grounded in trusting

relationships between the teacher and students, and an understanding of how classroom life is

experienced by students” (CASEL.org, 2019). I will lead by example and be a role model to my

students.

I will implement self-monitoring behaviors by having students complete each assignment

with a reflection. I will have students attach a reflection which states what they liked about the

project and what they thought they could have done differently next time. Younger grades K-3 will

use post-it-notes and attach them to their assignment rating and reflecting briefly on their work.

Culturally Responsive Teaching

Today’s classrooms are increasingly becoming more and more diverse. That is why I

believe it is important to be open and culturally responsive to all students. I realize that culture can

influence a students behavior, therefore, I will be aware of the variations in attitudes and

perceptions from cultural diverse students.

I will integrate my lessons with a worldly viewpoints. In each morning meeting I will have the

students greet each other in a different language each week.I also think is is very important to use

books based on characters or stories of another culture. This can introduce students to different

customs, words, and lifestyles of different cultures. I will not view my class through a “personal
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lens.” I will communicate with my students and foster a classroom environment that has “creativity

and a continual process of getting to know one’s students and what each one brings to the

classroom: their experiences, world views, cultures, and other factors that make them unique”

(Iriscenter.org, 2019,P.2.).

Summary/Reflection

I believe that it is vital to all teachers to have a Classroom Management Plan. With this plan

one is able to establish guidelines on how they will create an effective classroom environment. By

creating this plan I was able to gain insight on the things that I must be prepared for before

beginning my teaching career. By thinking about the elements of my classroom management

philosophy I am able to be prepared for any hiccups and problems that may occur. It is my goal as

a teacher to never have my students confused about what they are supposed to be doing. There

should be no guessing by my students. An important aspect of my CMP is that it will give me

confidence in my classroom management and teaching abilities. My students will be able to feel

this confidence and feel secure in my classroom.

My CMP is a living document and I wish to keep improving my plan and strategies. I

understand that it takes a relentless attitude and some patience to implement these ideas properly

and I believe I have what it takes. I believe this project has strengthened me as a teacher

candidate and professional educator.

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References

Collaboratice for Academic, Social, and Emotional Learning (CASEL). (2019). CASEL Guide to

Schoolwide SEL. Retrieved from https://casel.org/in-the-classroom/

Dickenson, Patricia and Coddington, Lorelei. (2019) Teaching Outside the Box:

Technology-infused Math Instruction. Kendall Hunt Publications. Dunbuque: IA.

Positive Behavior Intervention Support Apps. 5 Ways to Reward Students the Right Way. (2019).

Retrieved from

https://www.pbisapps.org/community/Pages/5-Ways-to-Reward-Students-the-Right-

Way.aspx

Resorative Practices Working Group. (2014). Restoring Practices: Fostering Healthy Relationships

& Promoting Positive Discipline in Schools, A guide for educators. Retrieved from

https://learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com/

The IRIS Center. (2005). Addressing disruptive and noncompliant behaviors (part 1):

Understanding the acting-out cycle. Retrieved from

https://iris.peabody.vanderbilt.edu/module/bi1/
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The IRIS Center. (2012). Classroom management (Part 1): Learning the components of a

comprehensive behavior management plan. Retrieved from

https://iris.peabody.vanderbilt.edu/module/beh1/

The IRIS Center. (2012). Classroom Management (Part 2): Developing your own comprehensive

behavior management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh2/

The IRIS Center. (2014). Early Childhood Behavior Management: Developing and Teaching Rules.

Retrieved from https://iris.peabody.vanderbilt.edu/module/ecbm/

Wong, Harry and Wong Rosemary. (2018). The Classroom Management Book. Harry K. Wong

Publications Inc. Mountain View: CA.