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Classroom Management Plan

I believe that the classroom is the one thing that a teacher can have the most control over, and it
is the most important place that a student will ever encounter. That is why I believe having a
management plan is so exceptionally important. The following statements reflect my belief about
my roles as a teacher in the classroom and the strategies I will employ to make the best possible
classroom for any student that walks through my door.
Behavior Philosophy on How Children Learn
Each and every person in this world has his or her own unique personality and way of
growing, and it is no different for children in the classroom. Children grow, learn, and interact
with others differently, and as a teacher it is my job to accommodate to each and every child that
comes through my classroom. However, simply knowing those things does not mean that I will
do my job to meet their needs. To be the best teacher I can be, I need to truly understand how a
child grows and the needs that they need.
I believe that all children desire to feel like they belong, they desire to fit in with their
classmates and can work cooperatively with them (Maslow). Children have needs that need to be
met and a sense of safety to be fulfilled to be able feel comfortable in the classroom
environment. I believe that children learn from those that are around them and are influenced by
the actions of those people (Bandura). As a teacher, I will always have a positive attitude and
show the children that I love what I am doing, so they learn that they should too. I believe that
children learn through experience (Dewey). In my classroom, I will work to create interactive,
engaging lessons for my students, as well as teach them how one error should not determine the
rest of their work. I believe that children learn and grow at different rates throughout their life,
and it will be my job to accommodate those that learn at high rates and at low rates, and work to

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close the gap between the two (Piaget/Erikson). I believe that learning for children is a result of
changes in their behavior (Skinner). For this, I will use classroom rules and different procedures
that will help to shape the childrens behavior, thus resulting in positive engagement. Lastly, I
believe that each child learns in a different form, such as through seeing the information or
hearing the information or even listening to the information. I know that it will be my job to
present the information in different ways to accommodate for each of those different ways of
learning to give my students the best possible learning experience. I truly believe all students are
different, and I accept the challenge of meeting each and every one of their needs.

Classroom Environment as a Tool

In my classroom, I know that it will be my responsibility to create a positive environment
that leads to positive interactions and cooperative learning for my students. I know that it will be
my job to create a classroom that enhances student learning in a multitude of ways. This will
involve having a classroom environment that allows for many different instructional methods to
meet different student learning styles amongst the children in my classroom. It will also involve
having an organized classroom environment that has all of the materials the students will need to
work individually as well as collaboratively with their classmates. My classroom environment
will need to be appealing and motivating to help my students be more engaged in the learning
process each and every day.

Classroom Rules and Routines

In my classroom, I want my students to help with the planning of the rules and
procedures. I feel as though the children will better understand and comply with the rules, when

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they have a chance to help create them. The rules that are created for my classroom will
complement the rules that are already present in the district and building. Before creating my
final version of the classroom rules, I will compile together my own expectations and rules with
those that the children feel are important as well. If the rules the children come up with are very
specific, I may broaden them up to cover more areas in the classroom. For example if the
students think a good rule would be, No pushing or hitting, I might change it to, Respect
those around you. I would make sure that the students understand the rules and what is expected
of them by having them role play in different situations, so they learn what they should do and
how the rule applies. At the beginning of the year we will get into the routine of practicing our
rules and the other things that we will commonly do in the classroom. I will put the students into
different scenarios, so if they come across that type of situation sometime later on, they will
know what they should do or what is expected of them. Together, I believe that my students and
I will be able to create a set of rules that will benefit everyone and create the best possible
classroom environment to be in.
Some of my rules for my classroom might include:
1. Respect those around you
2. We use our quiet voices in the classroom
3. We will ALWAYS do our best work
4. We will follow all of the school rules as well as our classroom rules
Problem Solving
In the classroom if a problem arises, I will make sure to be specific in involving the
whole class or just the students that are involved. If the situation is only occurring with a few
students, I will keep it just with those students rather than bringing the whole class into the

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problem. In the event that there is a problem occurring with the whole class, I will get the classes
attention and address the problem on the spot. I will let them know specifically what the problem
is, and we will go through some steps together to fix it. For example, if it is a problem of
students constantly talking out of turn or not raising their hands when they would like to say
something, then I will stop the class and remind them of our classrooms rules and procedures. I
will model to the students what I expect them to do, then I will put them in scenarios where we
will practice the situation. If it continues to be a problem even after our discussion about the
classroom rules and procedures and our practicing at fixing the problem, then after one or two
warnings there will be consequences for the class as a whole. When there is a problem with one
or two students, I will use a five-step intervention program. Step one will simply be the use of a
nonverbal signal to cue the student to stop. I will move on to step two, where I will ask the
student to follow the desired rule, if the behavior continues. Step three will come about if the
disruption occurs; I will give the student a choice of stopping the behavior or choosing to
develop a plan. If the student does not stop, I will have the student move to a designated area of
the room where I will conference with them and assist them to come up with a contract that will
help to put an end to the behavior. Lastly, if the student does not comply with step four, then I
will send the student to another location, where a contract will be made up to help put an end to
the problem. The contract will be used to help the student understand what the problem is, what
they need to do to fix it, possible consequences for breaking the contract, and possible rewards
for completing the contract.
Discipline Strategies
I believe that there will come a time in the classroom when certain discipline strategies
will need to be utilized in my classroom, which will be done with consequences, significant and

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subtle. I think that this will help the students to understand that they need to take responsibility
for their actions. My types of discipline strategies are as follows:
1. Make eye contact with the student or move with a closer proximity to that student. Then
use a signal or a brief statement, and monitoring them until he/she complies.
2. If the student is struggling to follow a rule or procedure, I will either state specifically
what the student should be doing or ask them if they know what they should be doing.
3. When I notice that is a student is off task, I will give them specific verbal cues to get
them back on task. If this does not help, I will give them a direct consequence at the time.
4. I will be direct when a student or students are misbehaving by telling them to stop and
telling them what they should be doing.
5. If the student is really struggling, I will isolate or remove the student from the area.
6. If problems continue to arise or they are not being fixed, I will withhold a privilege.
7. If students continue to have problems even after a privilege is withheld, then I will assign
detention.
8. When the problem becomes a major problem and all other discipline strategies do not
work/help, I will involve the parents.
Parent Involvement
To me, parent involvement is one of the most important elements a student needs to be
successful, and as a teacher, I want my students parents to be involved in their childs education.
I want my students parents to be comfortable with coming to me if they ever have a question or
a concern about anything. I will constantly do my best to let the parents know how their child is
doing and behaving each week and what they are learning. Students will be sent home with items
that their parents will need to sign, that way I know that their parents are seeing it. If their child

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is struggling in the classroom or having other types of problems, I will be call or email them so
that they know and understand what is going on. I want to have the best possible relationship
with my students parents because I think this will help to make the best possible environment
for the students as well. I will be sure to let my students parents know not only about when their
child is misbehaving or missing work, but also when their child does something good or is
improving in the classroom. I do not want the parents to think I am just communicating with
them when their child does something negative, but also when they are achieving great things as
well.
Sample Rules/Routines
Please see the other document, my handbook of classroom routines, for a more specific
and detailed list of classroom routines that I will employ in my classroom.