PSIII Classroom Management Plan- Nicole Garlock

PSIII Classroom Management Plan

Name: Nicole Garlock School: Mike Mountain Horse Teacher Mentor: Elizabeth Nevels
and Megan Peeke-Vout University Consultant: Ed Wasiak

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning
All Grades
As per created year plans. Mostly follows the Game Plan textbook
series, but deviates where necessary in order to accommodate Alberta
Program of Studies content.
Learning Students Names, Other Information
Grade 1
Payne
Johnson
Grade 2
McMillan
Grade 3
Prawdzik
Grade 4
Wevers
Grade 5
Peeke-Vout
Cox
First Class: Name playing game (If your name begins). Also use this as an
opportunity to pre-assess beat keeping and solo singing ability of all students. Name
will also be reinforced through beat keeping activities through the first month (all
grades).
Medical Safety Alerts
Obtain handout of which students have imminent safety concerns such as
allergies
Keep handout located in PSIII binder located at the front of the section titled,
Student information for easy reference in case of emergency.
Classroom Rules and Procedures
Classroom Rules
Be a listener
Be safe
Do your best

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan- Nicole Garlock

On the first day, discuss with students what these rules mean in order to get
everyone on the same page.
Routines:
Students will line up outside the room and wait to be invited inside.
All classes will begin with music (usually with singing). This will engage
students from the moment they come in and act as a routine hook for all
classes.
Upon entering the classroom, all students should sit in a circle.
School Facilities and Equipment
Instruments Available:
Ukuleles
Drums
Handbells/Resonator Bells
Piano
Full set of Orff keyboard instruments (including bass bars)
Recorders (Grades 4/5 only)
Variety of NPP instruments
Technology in the Classroom
Desktop Computer
Projector (& SMART Board)
CD Player
iPod Dock
Misc.
Bulletin boards within the classroom are available for my use.
School Policies and Procedures
Students are graded on a four point scale, with four being the highest
School days go from 8:30-3:15. Fridays go from 8:30- 11:44.
Questions related to school policies can be answered by referring to the
Mike Mountain Horse Handbook?
Organizing Classroom, Materials and Supplies
When possible, I will set out all supplies for a class beforehand. If another class is
in the room immediately before, I will engage the students to help me get supplies
in place, under appropriate safety conditions.
The classroom will be self-maintained. If students use instruments, they will be
expected to return them to the location requested of them. Failure to do so will
result in a conversation with the student, and possible loss of instrument privileges.

2. RELATIONSHIP/COMMUNITY BUILDING PLAN

Strategies for Building Positive Relationships
1. Get to know all students names as quickly as possible
2. Try to learn at least one piece of personal information about each student
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan- Nicole Garlock

3. Learn what the students are interested in, and design activities that appeal to
the students interests.
Strategies for Building Classroom Community
1. Create a room built on respect and positive attitudes.
2. Model mistakes for the children. Show them that its okay to make a mistake, so
long as you are trying your best and that you dont let it bring you down. Teach the
students that it is never okay to laugh at someones mistakes. After all, we learn
from our mistakes!
3. Create an open door policy. Let students know that they can talk to you about
questions, comments, or concerns at any time.
Extend this open door policy to parents. Initiate this relationship by sending
home a letter of introduction to parents of students.

3. RULES AND PROCEDURES PLAN

Classroom Rules
1. Be a listener.
2. Be safe.
3. Try your best
Explanation of Classroom Rules (and how they will be introduced): Introduce the
rules by having the students explain to you what they think would be fair rules for a
music classroom. Summarize the students suggestions by listing the three rules
stated above. Discuss these rules with the students so that it is agreed that
everyone is on the same page. Let the students know that now that we have had
this discussion, these rules are like a contract, as we all have agreed to the same
thing. The rules will be posted in the classroom.

Classroom Procedures:
1. Attention-Getting Procedure: When possible, have music playing when students enter the
classroom so that they are immediately engaged. Students will be greeted in the hallways,
and then they will enter the classroom and sit in a circle.
2. Start-of-Class Procedure: Always begin by making music. Initiate some sort of game or
activity that is either familiar to the children, or requires little to no explanation so that the
class can begin with music, not instructions. This activity should always focus on preassessment of a needed skill for that particular class, such as beat keeping or copy-cat
singing (learning by rote).
3. End-of-Class Procedure: Students will clean up after themselves, putting away any
instruments or supplies they used as instructed. They will line up at the door and wait for
their teacher to arrive and bring them back to their regular classroom.
4. Question-Answering Procedure: Students will put up their hands when they have a
question, and the teacher will answer when time is appropriate. Students are not to put
up their hands while we are singing or playing. Rather, they are to wait for a
break in the music to ask a question.
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan- Nicole Garlock

5. Safety Procedures: Students are not to touch any equipment unless instructed to do so.
When working with instruments, students must following all instructions of the teacher to
ensure the instruments do not become damaged.
Students must always remain in control of their own bodies. If at any point a student
over excited and, due to lack of control, becomes a danger to themselves, others, or
equipment in the classroom, they may be asked to sit out for a moment to regain control of
their emotions.
6. Other Procedures:
Personal devices such as cell phones or iPods will not be allowed in the music
classroom, unless at the request of the teacher or in the case of medical need.
Students who are late should enter quietly and join the class with as little interruption
as possible, so as to maximize the learning of themselves and everyone else in the
classroom.
Students are absent may not be able to fully participate in an activity the next day. At
the judgment of the teacher, a student may either:
o A) Be taught the material that was missed
o B) Participate in an alternate activity (i.e. Being the beat keeper while the
other students sing a song learned in the previous class.
The regular classroom teachers will bring their students to the music room, and pick
them up at the end of class. The exception to this rule is the last class of the morning
and afternoon, in which case the music teacher will walk the students back to their
regular classroom.

Explanation of Class Procedures (and how they will be taught and reinforced): The
procedures explained above will be explained to the class on the first day. Some procedures
(such as protocol of extended absences) will only be discussed with students as necessary,
so as not to take time away from the learning of other students in the classroom.

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour:
1. Preventative: Plan activities that meet the needs of the learners. This includes
material that is at the appropriate level, and also including lots of movement that
engages the students whole self in the music learning process.
2. Responsive:
1. Individuals: Offer them a black and white choice (you can do this, or you can
do this). Be sure to follow through on what the student chooses.
2. Whole Class: If the whole class is losing focus, change activities and offer a
brain break by leading the class through an activity such as a silly song, a
high energy movement, or a series of deep relaxing breaths.
3. Reactive: If a student does not respond to the above strategies, remind them that
one of our music rules it to remain safe to ourselves, others, and our equipment at
all times. Ask the student to sit out of the activities for a moment to regain their
composure. When possible, go talk to the students and discuss the behaviour that
caused this incident. If the student seems ready, invite them to rejoin the class.
4. If, after following the above steps, the students behaviour either remains tense
or escalates to a dangerous level, refer the student to administration.
Justification/Explanation of Strategies: These strategies encourage me to be
proactive and prevent problems before they occur. If a problem does arise, it allows
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan- Nicole Garlock

me to deal with it a way that is appropriate to the level of behaviour, and while it
provides me with enough structure to stay calm, it leaves me with enough flexibility
to respond to the student in a way that seems contextually appropriate.
Relation of Strategies to School Policies and Procedures: The school believes in
making students accountable for their own actions, but also recognizes that
sometimes students need to be removed from an activity to recompose themselves.
The strategies I have chosen allow the student opportunities to remain in the
classroom and continue learning, but recognize that there may be a time when
safety is at stake, in which case the student should be dealt with. These are in
accordance with school policy.

5. FIRST DAYS LESSON PLANS (Needs to Include Ice Breaker

Activities)
Lesson Plan #1

Date: First Music Class of the Year

Objectives: Students will be able to explain the rules and procedures of music
class.
Students will practice keeping the steady beat and responding to tone matching
conversations by singing their name.
The teacher will be able to say each students name by the end of the class.
Materials: Floor Space, Classroom Rules Poster
Procedure:
Introduction: Greet students. Introduce yourself as the teacher.
Body: Play If Your Name Begins. Review all students names at the end of the
game.
Create/agree upon classroom rules.
Closure: The students will line up at the door. The teacher will review all students
names. The students will explain the classroom rules and procedures to the teacher
using their own words.
Assessment: Can the teacher say all students names? Can the students explain
the rules and procedures of the classroom?

Lesson Plan #2

Date: Second Music Class of the Year

Objectives: The teacher will have a written copy of a seating plan for the class.
The students will be able to go from lined up in the hallway, to sitting in their
seating plan without talking.
Materials: Floor Space, pencil and paper for the teacher.
Procedure:
Introduction: Students will be greeted at the door and will come inside the
classroom to make a circle, as per last classs instructions.
Body: Teacher will review all students names. A seating plan will then be created,
and the students will practice walking from outside the classroom, to sitting in their
seating plan. The lesson will then proceed as per instructions in each grade levels
September unit plan.
Closure: Students will practice coming into the classroom one last time before
leaving. They will then line up at the door, where the teacher will once again
practice their names as they leave the classroom.
Assessment:
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan- Nicole Garlock

Can the students find their spot in the seating plan? Can they remember and
follow the rules and procedures from last class? Can the teacher say every students
name?

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press