Salma Santos

EDUC 3333
Fletcher
4 April 2018
Classroom Management Plan

1. Philosophical Statement

Within the context of a classroom, the teacher and students form a collaborative effort

with the teacher taking on a more facilitating role. Teaching and learning is not distinct in roles

as they are both shared and accomplished by both the teacher and the student. Thus, teaching and

learning within the classroom becomes an on-going process where the understanding of various

concepts and skills becomes meaningful. In addition, this same understanding can then be used

to influence a wanting or desire for a deeper curiosity and solutions. Each class day will have an

established objective for both the teacher and the student.

2. Room arrangement map

In my ideal classroom, there would be plenty of windows to let in some wanted natural

sunlight. The teacher desk would be along the lines of a “kidney desk” so that it becomes more

inviting as opposed to the sharper edges of a rectangular desk. In the teacher area, there would be

a side of storage space that is strictly for the teacher as well as a personal printer and topped off

with a personal bookshelf. In the other corner would be the library with two bookshelves

connected with a cozy rug and a pillow/blanket basket that provides a suitable reading nook. In

the middle of the class are the student desks/tables which consist of plain, round tables. I believe

that the round tables prohibit separation amongst the students and foster a proper environment

for meaningful discussion. Having the round tables also allows me to turn the room into a

“classroom-in-the-round” – meaning that there is a purpose to every side of the wall that
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surrounds and supports the students. There are three trash cans: one by the teacher desk, the other

is by the door so that each student can take their trash on the way out, the last trash can is a

recycling bin

that is also

placed by the

door. By the

trash can will

be the a table

that will be

called the

“Student

Center” which

will be home to

labeled baskets

for the students, a monthly calendar that lists work completed that day. Absent students will be

able to refer to this table for make-up work. In addition, this table will be home to the class day

activities. Lastly, the student center will house hand sanitizer, tissues, stapler, and other supplies.

The board that is on the side of the door will serve as a bulletin board and blackboard. This will

be used for agenda, announcements, and other miscellaneous things that would be of importance

to both the teacher and student. I have also made room on the wall for a gallery wall for student

work that will proudly show and document their work that is done inside and outside of the

classroom. Along with wall is space for additional posters that they will be able to reference

during class.
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3. Classroom Rules

 How are they arrived at? These rules should be simple, precise, and clear enough to

follow. As Wong’s chapter of classroom management, it is stated that “a rule is a dare to

be broken”.

 How are they communicated to students, parents, administrators? Since there are

few rules, they would be communicated to parents within the introductory syllabus for

the class. Within the classroom, the rules would be visible and prominent to the students.

Administrators would have received that same introductory syllabus and would see the

rules visible in the classroom.

1. Listen and Follow directions

2. Always show respect for everyone in the class. Don’t talk when someone else or the

teacher is talking

3. Keep hands, feet, and objects to yourself

4. Be in your seat and ready when class begins

4. Classroom Procedures

General

 Entering the classroom: Enter quietly and politely and sit in assigned seat. Take out

required materials (includes sharpening pencils if needed, etc.) for the day according the

agenda and get ready to learn!

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 Leaving the room: Ask for permission and let the teacher know where you’re going.

Sign out and take the correct hall pass. Do not run or play in the hallways/restroom.

Return the hall pass and sign back in when you return.

 Need help? Start by trying to work through the problem by yourself. Then, ask a

neighbor. If those don’t work, quietly raise your hand and wait for the teacher to

acknowledge you.

 Getting class attention: Teacher will raise their hand as a signal to start quieting down

and begin a slow countdown. Signifier for this is, “Give me five”.

 Turning in finished work: Make sure your name is on the paper and the assignment is

as complete as possible. Place the finished work in the properly labeled basked. Never

hand teacher finished work.

 Make up work: look to calendar and find according folder in student center, retrieve and

complete make-up work, will be due the following class day.

 First Ten and Last Ten: students will not be allowed out of the classroom during the

first ten or last ten minutes of the class period.

For special populations

 Buddy up the students with disabilities to a General Ed. Student the first week of

school to help them learn the procedures and whenever a new procedure is taught;

done by scaffolding

o Collaborate with SPED teacher for best continuity between procedures in both

classrooms

 For students with ADD/ADHD: always provide list of what is going to happen

during the class

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 When you need to give a student with a disability a break from the classwork,

you will need a procedure for this that will not disrupt what the other students are

doing

o For this, you must figure out a good activities (preferably activities) the

student can do, for example, they can pull out their phone or a class IPad and

play on it for a couple of minutes, they can work on a puzzle in the back of the

class, they can color, they can organize something that got messed up in the

room, they can take the attendance to the front office or deliver something to

another teacher if they can be trusted enough

 Always have something for your students with disabilities to do once they are

done with their work or else they will ask, “What can I do now?” Have them work

on any homework they did not finish for your class, for another class, or one of the

already listed above ideas

 If you have a student with a Behavioral Disorder, chances are they probably have

a BIP (Behavior Intervention plan) that the special education teacher has made for

them. They may or may not have a behavior specialist to help the student during

class. No matter what, you need to know the BIP and follow what it says to help de-

escalate your student

Group Work

 Visual aid prompts for reference

o Sentence Structure prompts for use in discussions

o Acronyms
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 Give thoughtful feedback, Respect others and their thoughts, On task

all the time, Use quite voices, Participate actively, Stay with your

group

 Grouping students

o Randomized grouping: accomplished through drawing sticks

o Homogeneous grouping: similarly leveled students placed together

o Heterogeneous grouping: varied range of leveled students

 Group discussion

o Socratic seminar:

 Involves guided questions that: clarify thinking and understanding, challenge

assumptions, examine evidence and rationale, consider alternative perspectives, meta

questions

o Assigning students roles within the group

Seat work and Teacher-led instruction

 If a student wants to speak: raise hand, wait to be called one, not limited to volunteers

(be thinking of answer)

 Talking during seat work: see where “desired noise level” is and adhere to it

o For example, noise levels can go from silence to a whisper

 If a student needs to get out of seat: only one at a time, bring noise level down to

silence – no matter what the “desired noise level” is at, 2 minutes to return to seat

 When seat work has been completed: turn in at appropriate location, complete extra-

credit assignment (if available), silent read or visit to classroom library, do not disturb

other students
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 Movement of paper: place in center of table, table leader will place in appropriate

location

 Track me: all eyes should immediately move to teacher