Chalise(Myers(

EDU(5391(
March(31,(2015(
(
Classroom(Management(Plan(
!
Introduction!
A(classroom(management(plan(is(an(important(part(of(having(a(successful(classroom(
environment.((I(believe(it(is(important(for(teachers(to(decide(how(they(want(their(classroom(
to(function(and(what(kind(of(expectations(they(will(set,(before(the(school(year(starts.((These(
management(plans(are(fluid;(they(can(and(should(be(changed(to(meet(the(needs(of(the(
teacher(as(well(as(the(students.(My(classroom(management(plan(details(what(type(of(
teacher(I(want(to(be,(the(physical(layout(of(the(classroom,(behavior(and(safety(expectations,(
how(I(want(to(manage(my(class,(and(how(I(will(communicate(with(parents(and(colleagues.(
!
Philosophical!Model!of!Management!and!Discipline!
The(discipline(model(that(best(corresponds(with(my(personality(is(the(intervening(
model;(at(least(for(the(beginning(of(the(year.((From(my(student(teaching,(I(have(learned(how(
important(it(is(that(my(students(know(what(I(expect(from(them.((For(me,(having(more(
control(at(the(beginning(of(the(year(is(setting(the(stage(for(how(the(classroom(should(
function,(and(students(know(what(they(need(to(do(even(when(I(am(not(in(the(room(or(
absent.((When(students(have(successfully(met(the(expectations(then(more(and(more(control(
will(gradually(be(given(to(the(students.(

My(goal(is(get(to(the(interacting(model;(I(want(the(control(to(be(shared(between(my(
students(and(myself.((Students(need(to(learn(how(to(become(independent(thinkers(and(
problem(solvers.((I(can(teach(them(how(to(do(that(and(then(I(will(need(to(step(back(and(let(
them(learn(and(grow(on(their(own(as(well.(Students(should(be(involved(with(all(aspects(of(
the(classroom(including:(procedures,(rules,(and(consequences.((When(I(apply(the(
interacting(model,(if(any(rules(or(consequences,(positive(or(negative,(need(to(be(changed(
then(the(whole(class(will(be(able(to(express(their(opinions(and(play(an(active(role(in(our(
classroom(community.(
!
Organize!the!Physical!Environment(
(

I(have(found(that(the(physical(environment(of(the(classroom(is(a(major(component(

of(learning.((I(do(not(function(well(if(I(am(in(a(messy(or(unorganized(atmosphere;(I(also(
know(that(some(students(feel(the(same(way.(Then(we(have(the(other(students(who(could(
care(less(if(the(classroom(was(clean(and(organized(or(not.(So(first(and(foremost,(in(order(for(
me(to(be(an(effective(teacher(all(the(supplies,(papers,(manipulatives,(books,(posters,(and(
desks(organized.(If(I(am(not(able(to(teach(comfortably(then(my(students(wont(be(able(to(
learn(successfully.(
(

As(for(the(desks,(there(are(several(different(arrangements(that(I(will(use(depending(

on(how(I(want(the(class(to(interact(with(each(other(at(the(time.((At(the(beginning(of(the(year,(
tables(will(be(used(so(that(it(is(easier(for(students(to(get(to(know(each(other(without(having(
to(turn(around(in(their(seat(or(lean(across(an(isle.((The(table(layout(is(also(a(great(way(to(
make(groups,(especially(at(the(start(of(the(year(when(students(are(still(trying(to(get(into(
their(comfort(zone(and(make(friends.(The(other(desk(configuration(that(I(like(to(use(is(the(

double(horseshoe.((This(is(a(fun(way(to(arrange(the(desks.(((Fred(Jones(suggests(arranging(
seats(to(have(open(space(and(walkways.(Having(those(two(aspects(is(beneficial(because(it(
allows(the(teacher(to(work(the(crowd,(which(means(monitoring(and(interacting(with(
students,(all(the(while(maintaining(a(close(proximity(and(having(another(way(to(keep(
students(attention((Charles,(2014,(p.142).(I(really(like(the(horseshow(arrangement,(please(
see(diagram(below.(
The(one(aspect(of(the(physical(environment(that(is(a(must(for(me(is(space(on(the(
carpet(so(that(the(whole(class(can(sit(comfortably(together.((One(major(advantage(of(having(
the(students(sit(at(the(carpet(is(that(it(eliminates(a(lot(of(distractions.(Sitting(at(their(desks(
students(have(a(plethora(of(objects(to(entertain(them(or(windows(to(look(out(of,(but(sitting(
at(the(carpet(takes(most(of(those(disturbances(away.((Furthermore,(when(students(are(
sitting(at(the(carpet(I(dont(have(to(speak(as(loud(and(can(easily(keep(their(attention(by(the(
volume(of(my(voice.((Having(an(open(space(is(just(handy(to(have(plus(it(is(an(alternative(
place(of(learning(so(students(are(not(always(learning(at(their(desks.(
See!Diagram!of!my!classroom!set!up!on!the!next!page.!
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Teacher
Desk

Storage

Whiteboard

Carpet Gathering

Coat Rack

Small Group
Table

Reading
Corner

Whiteboard

Door

Bookshelf

Manage!Student!Behavior(
(

Behavior(management(can(be(a(very(difficult(thing(to(master(as(a(teacher.((I(am(a(

firm(believer(that(if(students(arent(told(how(they(are(expected(to(behave(during(certain(
events(and(practice(those(behaviors,(then(student(behavior(will(never(meet(any(of(the(
expectations.(Forlini,(Williams,(and(Brinkman(say,(expect(to(refine(and(reinforce(them(
regularly(and(consistently((Forlini,(2010,(p.37).(((Without(refinement(and(reinforcement,(
students(will(keep(pushing(the(boundaries(to(see(how(far(they(can(go.((When(that(happens(
it(is(harder(to(get(their(behavior(back(on(track.((Along(with(practicing(the(behaviors,(the(
consequences(for(not(following(the(expectations(need(to(be(enforced(as(well(so(that(the(
rules(and(consequences(are(both(being(reinforced.((According(to(behavioral(psychologist(
Burrhus(Frederic(Skinner,(whenever(we(doing(things(and(are(immediately(reinforced,(we(
become(more(likely(to(do(that(same(behavior(or(act(similarly(in(the(future((Charles,(2014,(p.(
53).(There(are(two(behavior(management(techniques(that(I(have(grown(quite(fond(of,(the(
first(being(a(clip(chart(and(the(second(being(table(points.(
(

Clip(charts(are(great(because(they(have(a(visual(aspect(and(it(allows(students(to(

move(clips(both(up(and(down(on(the(chart(depending(on(how(they(are(behaving.((For(good(
behavior,(students(will(move(their(clips(up(the(chart.(Similarly,(for(bad(behavior(students(
will(move(their(clips(down(the(chart.((The(highest(point(will(warrant(a(prize.(I(have(never(
done(this(myself(but(I(like(the(idea(of(putting(the(clip(on(the(teachers(lanyard(or(on(the(
board(for(everyone(to(see(the(accomplishment(of(good(behavior.((The(lowest(point(will(be(a(
referral(slip,(or(a(to(visit(the(principal(or(assistant(principal.(The(big(component(with(using(
the(clip(charts(is(that(the(clips(can(go(either(way;(if(a(student(has(to(clip(down(then(they(are(

still(able(to(redeem(themselves(and(clip(up(when(they(earn(it.(I(believe(that(is(the(central(
feature(that(makes(the(clip(charts(so(successful.(
(

Table(points(are(an(additional(behavior(management(technique(that(has(proven(to(

help(keep(transitions(from(taking(more(time(than(necessary.((The(first(table(to(have(their(
math(book(and(pencil(on(their(desk(will(get(a(table(point(is(a(great(incentive(to(get(
everyone(ready(for(the(next(lesson.((Of(course(with(any(behavior(method(there(needs(to(be(
an(end(point(and(incentive.(The(table(points(will(last(weekly(and(the(table(with(the(most(
points(will(get(a(treat(at(the(end(of(the(week,(or(extra(credit(points,(or(a(free(homework(
pass,(but(the(reward(has(to(be(something(students(want.((Table(points(can(also(be(taken(
away;(instead(of(having(a(whole(table(clip(down(on(the(clip(chart(they(can(loose(a(table(
point.(Conversely,(if(all(students(at(a(table(bring(their(homework(then(they(earn(a(table(
point.((The(great(thing(about(table(points(is(that(it(can(be(used(in(a(variety(of(ways.((
!
Create!a!Respectful,!Supportive!Learning!Environment!
(

For(a(classroom(to(be(supportive(learning(environment(there(first(needs(to(be(

positive(relationships(between(the(teacher(and(students(as(well(as(between(all(students.((
The(positive(relationships(come(with(trust,(respect,(and(a(feeling(of(belonging.((Those(
personal(connections(help(to(facilitate(feelings(of(self]confidence,(which(plays(a(big(role(in(a(
students(ability(to(learn.((As(a(teacher,(I(plan(to(energize(my(students(with(activities(that(
require(them(to(collaborate(with(each(other(creating(a(cohesive(class.((Students(will(learn(
to(how(to(work(together(and(communicate(effectively(so(that(everyone(feels(valued.(Alfie(
Kohn(talks(about(transforming(classrooms(into(a(learning(community.((A(learning(
community(is(where(they(come(to(experience(a(sense(of(being(valued(and(respected.((

When(that(happens,(students(truly(sense(they(belong(and(at(the(same(time(feel(safe(in(
their(classes((Charles,(2014,(p.273).(
(

Teachers(also(need(to(realize(that(each(student(has(a(different(cultural(background(

with(different(types(of(real(world(experiences.((It(is(important(to(incorporate(diversity(and(
different(cultures(into(teaching(so(that(each(student(feels(appreciated(and(can(personally(
connect(to(the(lesson.((Which(in(turn(creates(a(supportive(learning(environment(for(a(
diverse(student(population.((This(also(shows(other(students(different(cultures(and(teaches(
them(about(diversity.(
(

Promoting(proper(behavior(by(teaching(and(practicing(expectations(will(lessen(the(

distractions(and(disturbances(during(instruction(time.((One(off(task(student(can(interrupt(
learning(and(make(it(difficult(for(others(to(concentrate.((Creating(the(expectations(will(show(
students(that(there(is(a(time(for(fun(and(a(time(for(learning.(The(expectations(are(put(into(
place(to(create(a(positive(learning(environment(for(everyone.(
!
Manage!and!Facilitate!Instruction!
(

Good(teachers(plan(out(their(instruction(to(match(the(Common(Core(State(Standards(

as(well(as(to(be(engaging.((However,(there(are(times(when(the(lesson(is(not(as(engaging(as(
thought(to(be(while(planning.((In(cases(like(those(it(is(good(to(have(another(method(of(
engagement(so(students(pay(attention(and(are(accountable(for(their(learning(such(as(
offering(choices(within(the(lesson(and(giving(students(a(chance(to(work(together.((Choices(
are(great(to(keep(students(engaged(in(their(learning,(When(students(have(a(choice(how(
they(accomplish(a(task,(theyre(often(more(committed(to(their(work((Wilson,(2013,(p.159).((
Choices(can(be(things(like(worksheets,(books(to(read,(or(even(projects.(I(also(know(that(

students(learn(better(and(are(more(motivated(when(working(with(peers,(so(allowing(them(
to(work(together(will(help(with(engagement(and(promote(learning.(
Another(method(is(to(use(name(sticks.((These(are(used(when(students(are(
participating(and(not(a(lot(of(student(response(is(occurring.((Teachers(will(pull(a(stick(and(
the(person(whose(name(is(on(the(stick(is(to(answer(the(question(or(do(the(specified(task.((
The(sticks(are(random(so(students(need(to(pay(attention(because(if(they(arent(listening(
then(there(is(a(consequence.((The(sticks(can(be(used(for(answering(questions,(making(
groups,(and(even(for(reading(out(loud.(
(

In(addition(to(the(sticks,(it(is(important(for(teachers(to(understand(the(attention(

level(of(students(and(what(time(of(day(is(best(for(learning(certain(content(areas.((For(
example,(students(ages(3]6(focuses(on(play.((They(learn(best(while(playing(so(planning(a(
90]minute(math(lecture(will(not(do(them(any(good.(But(if(that(lesson(is(hands]on(and(allows(
students(to(play(and(figure(concepts(out(at(the(same(time(then(students(will(remember(
what(they(learn.((Knowing(the(cognitive(level(of(students(and(how(they(learn(will(help(
teachers(manage(and(facilitate(instruction.(
(

Promote!Classroom!Safety!and!Wellness!
(

It(is(important(for(teachers(to(develop(a(good(relationship(with(their(students(and(

build(trust.(This(allows(for(students(to(have(the(ability(to(talk(to(the(teacher(about(any(
issues(or(concerns(that(they(may(have.((In(order(to(build(that(relationship,(students(need(to(
be(shown(that(their(teacher(cares(about(them(and(that(they(are(happy(to(have(each(child(in(
their(class.((One(way(to(demonstrate(that(care(towards(students(is(to(greet(them(at(the(door(
every(morning(as(they(walk(into(the(classroom.((Part(of(greeting(the(students(is(asking(how(

their(weekend(or(night(was,(asking(about(something(they(have(mentioned(before,(or(simply(
asking(them(how(they(are(doing(that(morning.((This(is(a(good(way(to(get(to(know(students(
and(build(a(trusting(relationship(with(them.((An(added(bonus(to(greeting(students(at(the(
door(is(that(over(time(it(is(easy(to(see(who(is(absent(just(by(greeting(the(class(in(the(
morning.(
(

Safety(in(the(schools(has(become(an(enormous(and(validated(concern(for(parents(

and(teachers.((Not(knowing(the(whereabouts(of(a(student(is(the(worst(feeling(in(the(world;(
even(if(they(are(just(late(coming(in(from(recess(or(went(to(the(bathroom(without(
permission.(I(have(seen(many(variations(of(a(location(chart(in(several(different(classrooms(
and(I(love(this(idea.(Each(students(name(or(number(is(written(on(a(chart,(while(board,(or(
magnet.(Several(locations(such(as(classroom,(office,(restroom,(and(other(are(specified.(All(
locations(are(left(on(classroom(from(the(previous(day.((However,(throughout(the(day(when(
students(go(to(the(restroom,(office,(or(other(then(they(move(their(indicator(to(that(place(
and(then(back(to(classroom(when(they(return.((This(is(an(easy(and(efficient(way,(when(
taught(correctly,(to(keep(track(of(students(during(the(school(day.(
!
Interact!with!Colleagues,!Parents,!and!others!to!Achieve!Classroom!Management!
(

Sometimes(the(best(thing(to(do(to(help(a(failing(situation(is(to(take(a(step(back(and(

receive(help.(The(biggest(resource(in(schools(is(talking(to(other(teachers(about(what(they(
do(in(their(classrooms(and(if(they(have(any(insights(that(could(help(fix(a(situation.((Teacher(
collaboration(is(a(simple(and(easy(tool(that(produces(a(lot(of(ideas(that(could(help(achieve(
classroom(management.((Of(course,(not(every(teacher(will(agree(with(some(ideas(and(not(

every(idea(will(work(for(every(classroom.((The(point(is(to(get(ideas(and(decide(what(is(the(
best(course(of(action(to(take(for(a(teacher(and(their(class(given(the(circumstances.(
(

Parents(tend(to(know(their(child(better(than(anyone(else.((If(a(student(is(having(

issues(at(school(and(several(interventions(have(been(done(to(help(him(or(her,(talking(to(the(
parents(could(help(shed(some(light(on(why(their(child(is(behaving(a(certain(way.((However,(
a(word(of(caution(to(this(tale(as(bringing(parents(into(this(requires(some(tactfulness,(
kindness,(and(sensitivity.((When(teachers(go(to(the(parents(for(some(understanding(they(
need(to(show(parents(that(they(truly(care(about(the(child(and(that(the(parents(help(is(
needed(in(trying(to(create(a(better(learning(environment(for(their(child.(((Parents(want(to(
see(their(children(succeed(in(life,(as(teachers(we(do(too(so(it(is(important(to(keep(the(lines(
of(communication(open(and(establish(good(relationships(with(parents(as(well(as(their(
children.(
(
Conclusion(
(

Classrooms(will(not(function(without(proper(management.((It(is(always(best(for(

teachers(to(plan(out(how(they(want(to(mange(their(classroom(before(the(school(year(starts(
instead(of(making(it(up(as(the(year(progresses.((While(the(management(should(be(fluid(and(
allow(for(changes(that(will(enhance(learning(and(better(the(class,(it(should(not(be(decided(
on(a(whim.((Classroom(plans(should(be(well(thought(out(and(reflected(on(when(necessary.((
Not(only(does(a(well]planned(management(system(benefit(teachers(by(taking(away(stress;(
but(it(also(benefits(student(learning(and(achievement.((Our(goal(as(teachers(is(to(help(
students(learn(and(succeed(in(life(and(academics;(good(classroom(management(can(help(
accomplish(that.(

References(
Forlini,(Gary,(Ellen(Williams,(and(Annette(Brinkman.(Class%Acts:%Every%Teacher's%Guide%to%
Activate%Learning.(1st(ed.(New(York:(Lavender(Hill,(2010.(Print.(
Charles,(C.M.((2014).(Building%Classroom%Discipline((Eleventh(ed.)((G.(Senter(&(M.(Charles,(
Comps.).(Pearson.(
Wilson,(M.(B.((2013).(Teasing,%Tattling,%Defiance%and%More...%Positive%Approaches%to%10%
Common%Classroom%Behaviors.(Northeast(Foundation(for(Children,(Inc.(