Sample Classroom Management Plan: Routines and Procedures, Grade

2
Morning Arrival (Room Entry)
1. Enter the classroom quietly.
2. Place any homework or assignments in the labeled tray by the
teachers desk.
3. Take out necessary materials from your backpack.
4. Place backpack and lunchbox in locker.
5. Sit at your assigned desk and begin the warm-up on the board.
Turning in Assignments
1. When you finish your work, make sure that your name and date
is written at the top of the paper.
2. Turn your work face down and pass it to the table leader.
3. The table leader will make sure that he or she has the same
number of papers as there are students at the table.
4. The table leader will take the papers to the Inbox tray at the front
of the classroom.
Distributing Materials and Assignments
1. When you are given an assignment, I will hand out the correct
number of copies to the table leader.
2. When I give the signal (Now pass out the assignment), the
table leader will give each student in the group their copy of the
assignment.
3. If you need an extra supply that is not in your pencil box, you will
go to the back of the room and take the supply they need from
the bin. You will write a checkmark by their name on the
provided list.
4. At the end of the day, return any checked-out supplies.
Seeking The Teachers Help
1. When you need to ask a question or need the teacher, raise your
hand quietly. If you shout out, no one can hear what you have to
say.
2. When I see your hand, I will say your name and allow you to
speak. If we are doing quiet work, I will walk over to your desk.
3. I will only respond to questions when your hand is raised.
Sometimes it will be permissible not to raise your hand, I will tell
you when that happens.
Restroom and Water Breaks
1. Line-up at the door when your table is called. If you are the
assigned line leader for the week, stand at the front of the line.

2. Keep your hands by your side or behind your back while the rest
of the class lines up.
3. Follow the leader into the hallway.
4. When the line leader arrives at the restroom, stand in one tile
square while the first five students use the restroom.
5. After you have used the restroom or taken a drink of water,
return to your place in line.
6. Once everyone is finished, follow the line leader back to the class
and return to your seat.
7. You may use the restroom during class only if it is an emergency.
Please raise your hand to ask permission and take the restroom
pass with you.
8. Hang the pass on the hook when you return.
Routines for Lunch
1. Line-up at the door when your table is called. Retrieve lunch box
if you need to. If you are the assigned line leader for the week,
stand at the front of the line.
2. When I open the door, walk down the hall quietly and keep your
hands by your side or behind your back.
3. Enter the cafeteria and get in the food line if you are buying
lunch.
4. Once you receive your food, immediately take a seat at our
assigned table.
5. Remain seated until I signal that lunch is over.
6. Throw away any trash in the trashcan and clean up your area.
7. Line up at the door to return to class.
Routines for Dismissal
1. I will sign your take-home folder when your table is called.
2. Once I sign your folder, take your backpack and lunchbox out of
your cubby.
3. Return to your seat while you wait to be dismissed.
4. Line-up at the door when your method of transportation is called.
For example, if you are a bus rider, line-up when bus-riders are
called.
5. When you are dismissed, walk immediately to your destination. If
you need help, ask me or another teacher in the hallway.

Expectations/Rules, Grade 2
Our Classroom Rules
To establish the following expectations, I will first explain each one to
the class with a corresponding example. On the first day of school, I
will have the expectations posted on a permanent bulletin board as
well as in a Smart Board presentation that I will share with the class.
The class will gather on the carpet and will read the rules as I say them
aloud. For Rule 1, I will explain that each person deserves to have
space to work without other students touching or bothering him or her.
Additionally, I will share with the students that if someones foot is out
in the walkway, that someone could trip. To explain Rule 2, I will ask
the students how they asked questions in first grade. I expect the
majority to say that they raised their hand, and I will explain that we
will continue this rule because it allows everyone to hear who is
speaking. The last two rules ensure that everyone is respected at all
times. If we disrupt other students, we are hurting their experience in
the classroom and we would not want others to disrupt us. The first
week, I will use reminders often to prevent misbehavior and will reteach the expectations when needed throughout the year. If I find that
one in particular is giving students a hard time, we will have a class
discussion about the necessity of the rule. During the school year I will
implement positive and negative consequences to recognize those
meeting and failing to meet the expectations. Below is a list of these
consequences:
Positive Consequences
Free &
Frequent
-Verbal
Praise
-Stamps
-High-five

Intermittent
-Sit in special comfy
chair
-Positive phone call
home
-Homework pass

Long-term
-Student of
the week
award
-Principal
Award
-Teacher for
the day

Negative Consequences
Level 1: Whole-class reminder
Level 2: Individual reminder
Level 3: Move seat/modify environment
Level 4: Move clip on colored chart * (a child moves their clip
to yellow after a whole class and individual reminder)
Level 5: Phone call home
Level 6: Send to principal

*Colored Chart System

Phenomenal
Behavior

Excellent
Behavior

Good
Behavior
Need to
Rethink our
Choices

Phone Call
Home

Conference/
See Principal

Rule 1: Keep your hands and feet to yourself at all times.

Rationale: I chose to implement this expectation because I feel it is
important for elementary students to learn appropriate social
behaviors as early as possible. It is not only disrespectful, but also
distracting to touch or invade someones personal space. Every
student needs an equal opportunity to learn and deserves to work in
an environment where their space is respected. I will share with my
students that it is also unsafe to touch others or to stick their legs or
arms out, as someone could get hurt.
Rule 2: Raise your hand if you have a question.
Rationale: As I have observed in classes before, it is highly disruptive
to the lesson and students when everyone impulsively shouts out
questions or comments. I believe this expectation will help set
boundaries in the room and will encourage respect for one another;
when you raise your hand to speak, everyone is able to hear what is
being said. Additionally, as the teacher I want to be able to hear
everyones questions to prevent confusion. This is a typical procedure
that the students have probably been introduced to already and will
need to continue throughout their schooling.
Rule 3: Follow all teacher directions.
Rationale: This expectation helps prevent discipline issues that are not
covered in this list. I want my students to know that they need to listen
to my instructions and direction, even if they are not explicitly listed
here. When explaining this rule to my students, I want them to know
that my directions keep them safe and focused. Failing to follow
directions may make them miss an assignment or result in injury, like
in the case of a fire drill or evacuation.
Rule 4: Keep an inside voice in the classroom and hallways.
Rationale: I chose to include this expectation because I feel that it is
another behavior students need to exhibit so that they can be
respectful to their classmates and other students in the school. If
students are too loud inside the classroom, their peers performance
will be inhibited. Additionally, when students are outside of the
classroom they need to be able to hear directions and not disrupt other
classrooms.

Lesson Plan, Grade 2

Routine: Lunch
Lesson Objective: When it is time for lunch, the students will correctly
enter the cafeteria, receive lunch, sit at the appropriate table, and exit
the cafeteria according to the classroom procedures.
Steps
1. The teacher will introduce the procedure for going to lunch by
projecting the written steps on a smart board. Each step will
appear on the board after the teacher reads the step. The
teacher will introduce the objective by saying, Today we are
going to learn the procedures for exiting to the cafeteria,
getting food at the cafeteria, and leaving the cafeteria.
Just like we have procedures in our classroom, we have
procedures for lunch. For example, the teacher will begin by
reading, Line-up at the door when your table is called. If you are
the assigned line leader for the week, stand at the front of the
line. The teacher will continue until all seven steps are read.
2. The teacher will ask students, What should you first do
when entering the cafeteria? (sample response: You should
go straight to the cafeteria line if you are buying lunch or sit at
the assigned table if you brought your own lunch)
3. Now that the students have a preview of the proper procedure,
the teacher will model the first step.
a. The teacher will sit in a chair by the red teams table and
will say, It is time for us to leave for lunch. The teacher,

acting as the student, will stand up, push in her chair, and
line up by the door.
b. The teacher will tell the class that they are now going to
practice lining up at the door. She will call each table to
line up one-by-one. If there is any confusion, it needs to be
addressed immediately.
c. The teacher will not have an assigned line leader for the
first week of school, but will randomly assign one student
to serve as the line leader for practice.
4. Once the entire class is lined up at the door, the teacher will
demonstrate to the class how they should place their hands
when walking in the hallways. The teacher will put her hands by
her side as one option and will place her hands behind her back
as another option for the students. The teacher will tell the
students that they are expected to walk quietly to the cafeteria,
as this is a school policy.
5. The teacher will open the door and lead the students to the
cafeteria. Once the class has arrived, the teacher will lead the
class through the cafeteria line. This is to demonstrate the
correct path for students who buy their lunch.
6. The teacher will guide the line of students to their assigned
tables and will instruct them to sit down. The teacher will remind
students that both feet should be placed on the ground when
sitting in the chair.
7. The teacher will call the end of lunch period, signaling students
to stand up, push in their chairs and to throw away their trash in
the nearest receptacle.
8. The teacher will model for students to line-up at the cafeteria
door the same way they line-up in the classroom, with their
hands by their side or behind their back.
9. The teacher will lead the class back to their room and ask them
to return to their same seat.
10.
The teacher will debrief the lesson by addressing any
confusion or areas of improvement. (Sample: Paul, remind the
class how they should line up at the door when leaving
for lunch.)
Expectations
The expectations for the students include listening to teacher
directives, asking questions during points of confusion, and
following proper procedure The students roles are outlined in the
above steps and how they are to respond.
The students line-up at the door in the same order their table is
called.
The students walk quietly with their hands by their side/behind
their back to the cafeteria.

The students follow the teachers path through the lunch line and
sit at the assigned table promptly.
The students line-up at the door when dismissal is announced.
The students return to the room in the same manner they walked
to the cafeteria.
Assessment
Once the students return to the room, they will partner up to review
the correct order for going to lunch. The teacher will verbally assess
the pair of students. The teacher will assess the students mastery of
proper lunch procedure by informally observing the students behavior
during actual lunch period that day. If one or more students do not
follow correct procedure, the teacher will correct the students. By the
end of the first week, the students should have mastery of the
procedure without reminders.
The teacher will verbally praise the class when they have all
mastered the procedure for lunch by saying, All of you are
experts at going to lunch now. I expect you to continue
following these procedures for the rest of the year.
A class chart will be posted during the first month of school to
track progress of students who are correctly following lunch
procedures

Classroom Layout: Use of Space and Furnishings

Rationale: In designing my classroom space, I wanted to make sure
there was space for me to instruct in places other than just the front of
the classroom. The spacing of the student desks (with 4-5 in each
group) allows me to give directions/teach in the middle of all the desks.
I believe proximity to the students can help keep students focused and
help me in giving each student equal attention. A must in my
classroom is a class library and writing workshop area. Literacy and
writing skills need to be practiced on a daily basis, so having
designated areas for these skills is a necessity. Additionally, a common
meeting area (the circle carpet) was included for read alouds, sharing
time, and instruction. The conference table will serve as the meeting

area for guided reading, writing conferences, and small group

instruction. Finally, the chill out zone is part of my behavior
management plan; instead of implementing time out, I want this area
to be utilized when a student needs their space or would work better
alone for a particular assignment. It is not a punishment, but an
intervention to prevent escalating misbehavior.
Materials
Variety of books for classroom library: The library is designed so
that students have choice in what they read, a variety of genres
and levels need to be provided so that the students really do
have a choice
o Above and at grade level
o Chapter books, picture books
Bookshelf for library: to keep books organized
Poster that students write books they recommend and why
Writing Workshop materials
o Brad writing folders for each student to keep their work all
in one place
o Inbox tray and Outbox tray for feedback
o Pencil sharpener/Sharpened bucket/Dull bucket
o List of writing prompts
o Traits of writing poster
o Parts of a sentence
o Examples of WOW sentences
o Varity of writing paper: wide-lined, templates with space
for illustrations
Pillows, comfy chairs for reading area by library
Class calendar posted on bulletin board adjacent to smart board
o Students will decorate their own day of each month
Buckets for each table that include:
o Writing utensils, crayons, glue sticks, scissors, erasers
o To avoid delay of work with the excuse, I dont have
Computers with headphones: To be used for reading tests,
centers, free time
Colored behavior chart as described below
Chart of class Jobs
o Line leader, door holder, table captain, messenger
Leveled reading books for guided reading lessons
Rocking chair for circle time or as a reward for students to sit in
for excellent behavior
Wall Decorations and Functional Materials

Word wall that is edited throughout the year as the class

increases their vocabulary; this will be located next to the
cabinets/cubbies area
Math word wall that focuses on new terms and helpful hints for
solving problems; this is located between the teachers desk and
writing area
All About Me bulletin board behind teachers desk: I believe by
sharing some of my past and personality, that this will help in
building relationships with my students
Curtains for windows, lamps: I am the type of learner where my
environment affects my performance; I like pleasing spaces to
keep me calm and focused and I want to accommodate students
who function this way
To make the atmosphere inviting, paper lanterns will be hung
from the ceiling, with corresponding colors to the student team
colors.
Area rug for circle time
United States political map: during lessons, a visual of the United
States can help provide a reference for students. Especially when
discussing neighborhood maps or state maps, this can help bring
in the big picture
CD Player to play music as a reward or during writing time
Charts to mark progress of addition/subtraction facts, reading
improvement, homework completion
Chart for class rules and procedures to be posted next to the
conference table; the rules need to be posted as a visual
reminder for students and for me to reference when needed
Check out log for using class materials

Aerial View of 2nd Grade Classroom