Jennifer Henriksen

EDU 5391

Classroom Management Plan

Constructivists believe that learning is an active process. Walking into my classroom it

would be quite apparent that the active process of learning is taking place. As educators, we
must active the prior knowledge in order to build bridges to the new information. The best way
to create this active process is to maintain a social environment in the classroom. Who best
understands a child at the age of 6-12 other than another child of the same age. Allow these
students to communicate. Often enough they are able to construct the ideas that as educators we
sometimes struggle to bring to their cognitive levels. In order to have this social structure
maintain a level of productivity, a high level of control must be used in the beginning.
Having high control over the classroom allows for rules and procedures to be taught
effectively during the first two weeks of school. According to Harry and Rosemary Wong, once
school rules and procedures are taught, teachers were left free to focus almost entirely on
promoting learning (Charles, 2014, p. 116). Once the expectations of the classroom are clearly
understood, teachers no longer have to devote extensive amounts of time modifying behavior and
redirecting students attention. More time becomes available to teach the curriculum, add in
additional activities and prepare students to become college ready citizens. Slowly releasing
control of the classroom will also allow for students to become innovators of their own learning.

Control will remain high during instructional time and lower during time allotted for individual
work.

The physical environment is one in which the students have the ability to quickly move
about the room. From here on out you will see different objects in the classroom labeled by
color. This will allow you to understand the concept map created for the classroom set up.
Tables (yellow) are to be used for centers are placed in the back of the room so that review work
and reteaching can still be going on (with access to the smart board) in the front of the room.
Ideally, the teachers desk (green) would be off to one corner since not much time should be
spent sitting. It will also serve as the place in which students turn in their assignments. On the
attached classroom layout, the red area is the designated reading area, which will consist of
leveled books that meet the varying needs and abilities of the students. There will be a rug and
reading sacks to make a comfortable environment for the students to read in. The blue area in
the back of the room has been deemed the locker area. Ideally, each student would have a
place to store their backpacks, coats and less frequently used supplies. Placing them in the back
keeps them out of the way, which allows for students to circulate the room more freely and
eliminates transition time. The purple area on the blueprint is comprised of bookshelves that
hold school supplies and a class set of text books. It is easily accessible by the last student in
each row. The desks (aqua) are placed in rows of 5. Although the area between rows seems
small, it is large enough for the instructor to walk between to see students work and to use
proximity to ensure that students remain on task. The black box represents the smart board and
whiteboard area.

In order to manage classroom behavior, a clip chart will be implemented. The clip chart
will allow students to be rewarded for positive behavior as well as remind them what behavior is
not accepted in the classroom. The ability for students to move both up and down on the chart
keeps them motivated to maintain a positive behavior. Unlike many systems, the clip chart
always reflects the current state of the student. If a student struggles in the morning they have
every opportunity to move up their behavior in the afternoon. There are often circumstances
that as educators we are unaware of. A student may be up late taking care of a sibling or they
might not have been fed breakfast. These variables have a direct relationship with their behavior.
No student should be punished all day for a circumstance out of their control. A clip chart
allows students to understand that even though their behavior in the morning was unacceptable,
they have the choice to change their behavior and move forward in a positive direction. In Mrs.
Sinclairs 3rd grade classroom she checks in with the kids every morning, having them rank their
morning attitude from 1-5. This quick 5 minute activity allows her to understand where her
students are starting their day and thus allows for her to understand any behavioral issues that she
might see. This allows for the day to run more smoothly because she is not constantly correcting
behavior. This also allows her to create a sense of safety in the classroom. The students know
that they can be honest about how they feel and that they will not be judged for it. That feeling
of safety will impact participation of students during activities as well (The Teaching Channel).
In order to continue the feeling of a safe environment, the difference between tattling and telling
must be determined. For instance, if someone is at risk of getting hurt, if someone already is
hurt, or if one of the set school rules is clearly being violated it is acceptable for a student to
discuss the matter with you (Wilson, 2013).

Rules are critical in ensuring that a safe and respectful environment is created for the
students. The first month of school will be spent strictly implementing the rules and reminding
the students. Once they have developed the sense that they cannot get away with testing the
limits of my expectations than they wont bother to try. I will be able to back off and put much
more focus on fun actives and engaging instruction.
A diverse classroom calls for a multitude of strategies to make certain that it functions
successfully. Creating a sense of family is very important to ensuring that the students feel safe.
This concept means that students dont have to like each other but they certainly must act like
they love each other. A classroom should be a safe place where students know that they will get
the support that they need from both the instructor and their classmates. Each student will have a
specific responsibility in the classroom. The jobs will rotate weekly. Jobs will include things
like lunch monitor, garbage collector, door holder, lights, timer, paper passer, etc. This allows
students to develop a sense of responsibility and their role in the classroom truly evolves.
Assessments will vary based on subject area, ability of students, learning style of students
and time of year. Students will create portfolios so that they can track their own progress. Data
books will be used so that students can see their growth via test grades. Students that do not test
well will be allowed to portray their knowledge through other skill sets such as oral
presentations, writing material, poster reports, etc. Various types of lessons will be taught
throughout the year to keep engagement high as well as meet the needs of visual, auditory and
kinesthetic learners. Depending on the students, mathematics or language arts will be taught in
the morning since students are most alert and on task during the early hours. While a standard
lesson will be created for every subject during the day, there will also be differentiated materials

for ELLs (English language learners) as well as though students that exhibit that they are
gifted. Students that are seemingly far below the class average will have data collected and the
special education coach will be contacted for further help in the classroom. If a student exhibits
behavioral problems, a contract will be devised in order to help motivate the student to exhibit on
task behavior. Incorporating the concept of grit will allow students to have the strength to
work harder and to acknowledge their growth (Tough, 2014, p. 76).
Using a routine in the classroom will allow for instructional time to be facilitated
successfully. Every lesson will have clear objectives that are explicitly stated so that each
student is aware of what they will be learning and what will be expected. Each lesson will be
structured based on the subject matter being taught, time of day, ability of class, etc. At the
beginning of the year, the entire class will be very structured. Routines will be taught repeatedly.
In most instances, a gradual release of responsibility will be used. As a class, the students will
receive instruction from the teacher as well as see the activity modeled. Then the student will
work with partners, pairs, tables, whatever meets the needs of the students and the lesson.
Lastly, students will complete individual work. Time limits will allow students to know how
long they will have to complete the task at hand as well as keeping them focused and working
efficiently. Walking around the room will allow me to see who is on task and who needs more
assistance. Use of positive cues will allow for the whole class to be aware of what is expected
(i.e. I like the way _____ has their eyes on me). Once the students are further along in the year
(early October), it becomes possible for the students to take more of a leadership position in the
class. By then, they will know what is expected and what is acceptable and that they are in a safe
environment to explore their individual learning. Although the students will have taken a larger

responsibility in the class at this point, voicing will continually be used to maintain a level of
engagement.
Each student will be greeted every morning at the door. After putting away their
backpacks and coats they will meet as a class on the rug. There, they will discuss how they are
feeling that morning. This will make it possible to gauge where students are mentally and
emotionally. Model sharing these feelings so that students understand that it is a safe place to
open up. Due to the fact that students will have the rules engrained in their minds, they should
feel safe knowing that those rules are being followed. In order to give ownership to the students,
have them come up with rules on their own and they will sign it as though it is a contract.
If a particular student makes others feel unsafe, that student will be dealt with
immediately. Ways to improve behavior will be discussed and if a reteaching of the rules is
needed, it will be done. Having a BHA available in the school is always beneficial, but if other
administrators are needed, do not hesitate to ask for their help. Each and every child is
motivated by something, it just may take longer to figure out what that is. It can still be done, no
matter what.
Often times, parents cringe when they see that the school is calling. In order to diminish
the negative connotation of getting a phone call home, set a positive tone from the beginning of
the year. When students do really well or make large improvements call home and discuss the
positive changes being made. By making these positive phone calls, it makes communication
with parents more open. Creating that relationship with the parents could potentially lead to
having the parents volunteer in the classroom as well as prevent them from disagreeing with
grades or behavioral modifications. To stay informed of the constant changes made in the area of

education it is crucial to participate in all professional learning communities as well as take part
in all professional development opportunities. Take time to read research conducted in the area
of elementary education. By modeling a dedication to teaching, students will become dedicated
to learning.
Maintaining contact with my colleagues will allow for open communication to be
maintained so that you can know what is working and what is not working in the classroom.
This will allow for ideas to be adopted and adapted to fit the needs of students in the classroom.
It will also allow other teachers to gain insight as to new things they can try in their rooms.
Having the feeling of being on a team will allow yearly planning to go more smoothly. Take
time to create a scope and sequence of the school year. Although a yearly timeframe will change
throughout the year, a scope and sequence will allow you to know what content needs to be
taught and in what timeframe. Allow for time to reteach certain content areas. Then take it one
week at a time. Always have a plan B in case the lesson is not going as expected. Take pride in
your work and your students will take pride in their own. This is after all, the only profession
that influences every other profession.

Caring and Control Create a Safe, Positive Classroom. (n.d.). Retrieved March 13, 2015, from
https://www.teachingchannel.org/videos/create-a-safe-classroom
Charles, C. (2014). Building classroom discipline (11th ed.). New York: Longman.
Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. New
York, New York: Houghton Mifflin Harcourt Publishing Company.
Wilson, M. (2013). Teasing, tattling, defiance and more: Positive approaches to 10 common
classroom behaviors. Turner Falls, MA: Northeast Foundation for Children.