Miss Sutherlands Class

Classroom Management Plan

2014-2015

TABLE OF CONTENTS

Philosophy of Classroom Management......3
First Days of School........4
Prevention Plan.6
Policies..6
Procedures..7
Effective Teacher Discourse...10
Relieving Energy11
Intervention Plan12

Guidelines for Handling Misbehavior...12

Appropriate Responses.....13

General Consequences...14

Behavioral Contract.....16
Teacher-Parent Communication.......17

Letter to Parents....18

~2~

Philosophy of Classroom Management

This year, my class will work together to better themselves, each other, and

their community. As their leader, I will make sure to establish a positive, respectful,
and safe environment where all students can learn. I will encourage, enable, and
empower students to help them reach their full potential and achieve their goals. By
holding high expectations for my students, we will create a classroom culture that
works hard to achieve high standards. I will expect the following from them every
day as they walk into my classroom: Be prompt. Be prepared. Be positive. Be
Productive. Be Polite. With these five expectations, our classroom will be ready for
a rigorous and rewarding year of learning.

Classroom management requires careful planning, consistency, and

flexibility. I have prepared a prevention plan to support my students, explain my

expectations, and uphold my classroom management strategies throughout the
year. These goals and plans will be implemented within the early days of school in
order to establish routine and structure. Although I will work my best to achieve my
personal goals of classroom management, things do not always go as planned. For
these cases, I have prepared an intervention plan so that when students misbehave,
I can respond calmly and appropriately. My strategies are aimed, ultimately, at
student learning, so my intervention strategies will refocus their attention to
learning and success. Mistakes are inevitable, on my part and the students part, but
together we will rise above and learn what we can from each situation.

Finally, I want to recognize the importance of having a positive relationship

with parents. Learning takes place in and outside the classroom, so it is crucial that
parents are able to foster a spirit of learning in their home and provide time for
students to enrich their learning. Together, as teacher and parents work to support
one another, children can be encouraged in their growth and development and
experience what it looks like to have a positive, respectful, and safe environment in
which to learn. With these factors present, students will be able to grow to new
heights and experience what a quality education has to offer.

~3~

First Days of School

The first days of school are exhilarating and fun, but they can also be a bit nervewracking. When students walk into my classroom, I want them to feel at ease. Instead of
an over-crowded and overwhelming space, I am suggesting a classroom model that is
clean, crisp, and comfortable. There will be small plants in the middle of table groups,
books in baskets, and soft pillows in reading corners. My walls will have light colors so
that student work can add a pop of color instead of clashing with an already screaming
yellow wall. I believe in simplicity and order, and I think a peaceful working environment
will help provide the mood I am looking for in my classroom. Of course there will be
times when things are out of place, but I want to work together with my students to keep
our learning environment neat and calm for their learning benefit.
Design a soothing and calming environment
Use light colors
Integrate the natural world by bringing in plants
Organize the classroom to be open and easily accessible
Create a welcoming and positive atmosphere
Implement morning routines that are upbeat and welcoming
Demonstrate positivity by being grateful for our hearts, minds, and effort
Establish an expectation of respect
Listen to students as they speak and let them feel heard
Model respectful behavior
o Be consistent
o Treat others as you would like to be treated
Ensure the feeling of safety
Prepare the classroom in a way that is inviting and relaxed
Plan ahead to practice safety drills and be organized in emergencies
Build personal relationships with students
Express openness so students know they can share about themselves
Integrate life experiences into lessons
Share personal stories and invite questions about my life
Generate a model for classroom expectations
Develop high expectations so students can set personal goals
Systematize procedures that will promote clear rules and principles
Maintain a sense of full-class participation
Spark an excitement for learning
Explore multiple possibilities and ways to solve problems
Rejoice in moments of accomplishment, but also appreciate difficulty
Replace discouragement with encouragement
~4~

Promote responsibility
Implore students to take responsibility for their words and actions
Model responsible behavior
Support student involvement and opinion
Prepare students to be able to verbally communicate their opinions
Conduct class in a way that provides opportunities to hear student opinions
Cultivate a love for learning
Introduce subjects with excitement and joy!
Appeal to intrinsic motivation and doing things for the love of learning

~5~

Prevention Plan
Prevention: the act of stopping something from happening of arising. In order to
maintain classroom harmony, I will use classroom management techniques to prevent
misbehavior and distraction. In order to have a successful learning environment,
students need to work together. My goal as their teacher is to foster relationships and
respect so that students will enjoy learning and discovering together. The key to
prevention is a well-planned lesson that anticipates student behavior (whether it is
positive or negative behavior). This prevention plan supports students, explains my
expectations, and serves as a guide to the type of classroom I will be running.




















Policies and Expectations

Beginning on the first day of school,

students will learn the classroom

policies and expectations for their
behavior. These are not strict rules
that threaten punishment if broken.

Rather, they are a set of standards

that encourage a healthy working

environment where all students

feel welcome. With a positive

attitude toward learning, students
will grow as they work individually

and as a team to be their best.

~6~

Classroom Procedures
Classroom procedures are specific ways to guide students through classroom activities.
They provide continuity, predictability, and save time.

Class-Running Procedures

Nonacademic procedures that enable the classroom to run smoothly

o Entering the classroom
Greet the students at the door with a handshake or high five
Remind students to take out their homework folders, library
books, assignments, etc.

o Attendance
Students will take turns being the attendance keeper
Have students raise their hands for hot lunch and the student
recording will write down the number and inform the office

o Going to the restroom
During instruction, students should cross their fingers and
raise their arm to indicate to the teacher that they need to go to
the restroom
Students will take the path to the restroom that is least
disruptive to other classrooms

o Sharpening pencils
Students may walk up to the front corner of the room at any
time to get a sharpened pencil
They are to place their dull pencil in the indicated jar and may
retrieve it at recess, lunch, or after school

o Class chores
Pencil sharpener
Line leader
Messenger
Attendance keeper
Paper filer
Homework manager
Behavior reporter
Scholar scout


* Jobs will be posted on the board and switch on a weekly basis

~7~

 Lesson-Running Procedures

Procedures that directly support instruction by specifying the behaviors that

are necessary for teaching and learning to take place

o Homework
The homework will be written on the board by the homework
manager every day for students to copy into their planners
When students come to class, they will place their completed
homework in their specified mailbox
Corrected homework will be picked up from the mailboxes
later in the week or distributed during class

o Distributing supplies
Table groups will be numbered 1-4
The student sitting in the first chair
will be in charge of collecting and
distributing supplies for the whole
table
Chair 1 is the Table Captain

o Procedures during the lesson
Students will have a small stop sign in their desk
If something is not clear, the student can place the stop sign on
his/her desk and wait for the teacher to come by and provide
one-on-one assistance
If it is a question for the whole class, students should raise
their hand and wait to be called on

o Procedures for finishing early
If a student finishes early, he/she can go back to edit or add
more detail
Pictures can also be added to any assignment from any subject
matter
If the student is confident in the material, he/she can walk
around and help fellow students with the assignment

~8~

 Interaction Procedures

Procedures that specify when talk is permitted and how it is to occur

o During whole-class lessons
Hands should be raised and the student should wait until
called on to speak
o Signal when the teacher needs the groups attention
The chimes will be rung three times
When students hear the chimes, they should stop what
they are doing and listen to the teacher
o Talking during independent work
When students are working independently, the room
should be quiet
If a student has a question, he/she can pull out their stop
sign and signal to the teacher that there is confusion
o Talking during small-group work
Small-group collaboration should be done with low voices
If the noise level gets too loud in the classroom, the chimes
will ring and the students will be reminded that they need
to keep their voices down
o Talking during transitions
Transitions will be proceeded with organization
Students will put away everything on their desk and place
only the things they need in front of them
Once everyone is sitting upright with their hands folded,
they will be given a signal to stand up (3 fingers), push in
their chair (2 fingers), and then be dismissed to go
wherever they are heading (1 finger)

~9~

Effective Teacher Discourse

Words are powerful they can have a profound impact on both the speaker and
listener. This impact can either be positive or negative, and I choose mine to be
positive. Effective teacher discourse is a way to model encouraging and uplifting
speech that emphasizes control, competence, curiosity, challenge, and community.

Control

You have the power to make good decisions.
You are in charge of your learning.
When I encounter a problem like this, I think about...
You can achieve if you put forth the effort.
You must feel good about your choices/decisions today.

Competence

I notice that you... (identify a specific area of improvement).
I can tell that you're getting it. I'm seeing the lights go on in your brain.
If I write down my goals, it helps me know how to focus.
Your effort is helping you improve. Keep it up.
You're getting smarter every day. Impressive!

Curiosity

Let's investigate. Let's explore.
You are asking interesting questions.
I can't wait to find out...
I wonder what you could do to solve that problem?
I admire your curiosity.

Challenge
It's OK to make mistakes, because it tells me you're trying something
challenging.
I know you're up to the challenge.
I find things are more fun if they are somewhat challenging.
I'm glad you pushed yourself to continue on your own even when it felt difficult.
Let's celebrate how you faced a challenging task.

Community
Welcome. I'm glad you're here.
Community happens here: we welcome, we listen, we contribute.
It feels great to be a part of our team.
If we work together, we can solve any problems that may come up.
Let's take time to appreciate one another.
~10~

Relieving Energy
Throughout the day, it is important to be aware of the energy in the classroom. A
brain break can take 30 seconds to 3 minutes, but that time can be the key to a
successful lesson.
1. Chaos Countdown
This quick exercise gives students 10 seconds to stand up and
wiggle to get their blood flowing
At the end of the 10 seconds, students will sit back down and
resume working

2. Simon Says
Playing Simon Says will give students an outlet to be silly and take
a break from working
The teacher can have them act out
different things (for example: Simon
Says: be a tree!) or use the classic touch
your nose, touch your toes, touch your
eyes commands

3. Freeze Dance
The teacher will play music and
students can get up, dance, or run around as long as the music is
playing
When the music stops, students must stop dancing
If a student moves after the music has stopped, he/she has to sit
down
A couple rounds can be played until everyone sits down

4. Coconut Stretch
Have students stand up and stretch their bodies by spelling the
word coconut

5. Flamingo Challenge
As students stand on one foot (like a flamingo) call out different
instructions that they have to perform
Jump, spin, switch feet, sit down, stand up, etc.

~11~

Intervention Plan
Although prevention strategies are put into place and practiced throughout the year,
teachers still need to know how to appropriately deal with misbehavior. By developing
guidelines and a plan to handle misbehavior, I will be able to react well to misconduct
and return the attention towards learning. I will teach, model, and be fair in my
intervention strategies to help students understand my expectations so they can gain
the most enriching classroom experience as possible.

General Guidelines for Responding to Misbehavior

When it comes to misbehavior, I have four goals. First, is to be free of emotion.

I will do my best to act rationally and not let my feelings get in the way of my
judgment. Next, I will keep things as private as possible when confronting a
student. Thirdly, I will handle the situation quickly before the problem gets
even further out of hand. Finally, I will strive for consistency so that my
response is predictable and fair.

o Stay calm
Dont get mad
Address is later if it can wait

o Assume the best
Students may be testing me, but they
want me to pass the test
Students want to succeed
Re-teach how to behave

o Preserve student dignity
Reframe their behavior
Talk privately
Lightning quick public correction

o Preserve time on task
Nonverbal responses
Minimize disruptions

o Respond appropriately
What is appropriate for this
situation?
How can I be consistent?

~12~

 Appropriate Responses

When responding to behavior, it is important to determine whether the action

was part of a minor misbehavior trend, a chronic misbehavior trend, or a more
serious misbehavior trend. An appropriate response will look different in each
of these situations, so it is important to know what kind of misbehavior is
occurring.

o Minor Misbehavior
Minor misbehaviors are incidental disruptions that distract
students from focused learning.
Examples:
o Chewing gum
o Sharpening pencil during instruction
o Daydreaming
o Fiddling with stuff in desk
o Goofing off
o Socializing
o Eating during class
Responses:
o Ignore
o Use proximity
o Non-verbal response
o Verbal cue
o Narrate positive behavior
o Give private correction
o Give lightning quick public correction

o Chronic Misbehavior
Chronic misbehaviors are recurring disruptions that distract
students from focused learning and undermine the classroom
culture.
Examples:
Consistently not turning in homework
Often coming late to class or school
Getting out of seat often
Never participating
Often pushing each other in line
Always entering class noisily
Moaning when assignments are made
Responses:
Establish a new routine
Narrate positive behavior
Use problem solving process
Help student increase awareness and responsibility for
the misbehavior

~13~

Try reframing
Give private correction
Give lightning quick public correction

o More Serious Misbehavior
Serious misbehaviors are harmful disruptions that impede
students from focused learning, undermine the classroom
culture, and compromise relationships.
Examples:
Hitting or fighting
Calling another student a bad name
Disrupting lessons with inappropriate comments
Using profanity
Cheating
Stealing
Refusing to do what the teacher requests
Responses:
Give private correction
Give lightning quick public correction
Plan consequences ahead of misbehavior
Give appropriate/logical consequences
Offer choices
Re-establish a positive relationship

General Consequences of Misbehavior

In the event of misbehavior, I will strive as a teacher to have a clear and

consistent routine so students understand what they have to do when they
misbehave. Mistakes are okay, but when the behavior distracts from our
learning environment it needs a quick and appropriate response. I will
primarily do this by having a refocus area in the classroom where students can
go to calm down and come back to the class ready to learn.

o Re-Focus Chair
When the student sits here, he/she will follow the refocus
instructions
Sit quietly
Breathe deeply
Focus attention

~14~

Re-join the class

o Stop Watch
When students are off task and
waste time when they should be
learning, the time will be turned
on
The teacher will record how
much time was lost and the
students will be able to see their
time on the board at the end of
every day
Students will not lose any
recess, but they will lose 10% of
their free choice time

o Teacher Check
I will keep a behavior chart (privately) so I can check good
and bad behavior and see if there are any patterns with
students
I will do my best to make sure that I do not pay all my
attention to the noisy misbehaviors, but also take notice of
the quiet ones who may also be off task
A private conversation can be held with these individuals
at a later time
o Behavioral Contract
I will have a behavioral contract called Stop and Think
that students will fill out when necessary
This will be a contract that requires the signature of the
student, parent, and teacher to ensure that all parties have
been notified of the misbehavior and plan for
improvement

~15~

STOP & THINK

1. What rule did I break?

2. What are the consequences of my actions?

__________________________________________________________
__________________________________________________________
__________________________________________________________

3. Why did I break the rules?

__________________________________________________________
__________________________________________________________
__________________________________________________________

4. What could I have done differently?

__________________________________________________________
__________________________________________________________
__________________________________________________________

___________________
Student Signature

____________________
Parent Signature
_____________________
Teacher Signature
~16~

Teacher-Parent Communication
Positive, personalized, proactive partnership is the key to elevating the learning
experience for each student. Parent contact should not only come in the event of a
misbehavior; rather, it should be a consistent line of communication that praises
children, informs the parent of upcoming events, and brings parents up to date on
what is happening in the classroom. Communication should be personalized to avoid
being thrown out with the rest of the junk mail. Teachers need to be proactive about
their messages and make sure to send home information about important events with
plenty of time for parents to plan around it. Finally, this relationship should be viewed
as a partnership. The communication goes two ways, so provide opportunities for
parents to send back notes and make comments.

Strategies for Teacher-Parent Communication:

o Friday Folder
o Put all completed class work, homework, tests, and quizzes in a folder
and send it home with students every week
o Create a box for parent comments and space for the teacher to reply

o Words of Encouragement
o Send postcards of encouragement home with a student
o This positive practice will re-frame the negative view of getting a
note home from the teacher

o Put a Face with the Name
o Greet parents personally when they drop off or pick up their child
o Remember their name and make personal connections

o Class Website
o Create a class website and upload student work, pictures, schedules,
stand out work, and helpful resources

o Monthly Newsletter
o A newsletter sent out at the end of each
month should include a calendar of the
events for the next month,
announcements, and things to look
forward to
o It should also include space to praise
student accomplishments and recognize
particular students who stood out that
month


~17~


Dear Parents and Guardians,

It is with great joy that I welcome you back to another school year! I am thrilled to be
working with your child this year, and I look forward to getting to know each of them as
individual scholars.

One of my strengths is seeing the potential in others. I believe that all children have the
ability to learn, and it is my job to provide that opportunity for them every day. I will do
everything I can to ensure that the children push themselves to reach higher goals and
achieve great success. One of my favorite things to celebrate is what I call a-ha moments;
when learning clicks! Im looking forward to all the discoveries your children will be
making this year and I am excited to walk alongside them in their learning.

I graduated from Westmont College with a B.A. in Elementary Education with a
concentration in Environmental/Life Science and a multiple subject credential. I studied
abroad in New Zealand where I had hands-on experiences working out in nature with
plants, marine life, and birds. I am passionate about being outdoors and enjoying the
beautiful land on which we live. Music is another passion of mine and I was able to learn
about teaching music when I worked for the iCAN (Incredible Childrens Art Network)
music program. Music is a powerful tool for long-term memory, and I like to use that as a
way to engage students in their learning. So get ready to learn all 50 states, capitals, and the
Presidents, because these tunes are catchy!

At the end of the day, the most overwhelming key to a childs success is the positive
involvement of parents.

As parents, you have the opportunity to play a major role in the education of your child.
This is an exciting year and your children will be learning a lot, so I want to encourage all of
you to stay involved in their lives and listen for ways you can help them grow. Learning
happens inside and outside the classroom, so keep your eyes open for opportunities to talk
about new things that your child is learning. If nothing else, please encourage and allow
time to read! My goal is to create a strong, unified, support team for your child, so I will
make myself available to you whenever you need me. If you ever have any questions,
emailing is the best way to get in touch with me and I will respond promptly. Children need
a lot of support, and together we can provide that for them.

I am truly honored to be working with your children.

Warm Regards,



Ruthie Sutherland
rsutherland@westmont.edu