Megan Hatch

Classroom Management
3/30/15
Classroom Management Plan
Philosophical and theoretical model of classroom management:
As the teacher and facilitator in my classroom, I tend to have a medium-low
control level. I am a firm believer in teaching students to be self-sufficient and in control
of their own actions. I feel that it is critical to teach students early on that they have
choices to make and depending on which choice they choose, good or bad,
consequences will follow. This type of logic in the classroom will carry into the real
world, helping students to be self-sufficient and powerful adults in the future.
The philosophical models I believe accurately represent my teaching style are
Cooperative Discipline (with a medium level of control) mixed with From Discipline to
Community (with a low level of control). The philosophical model Cooperative
Discipline by Linda Albert is a form of classroom management in which the teacher
works to build a sense of belonging amongst all of the students, making the classroom a
classroom community. This model emphasizes building student self-esteem as well as
promoting cooperative relationships amongst all students. The philosophical model
From Discipline to Community by Alfie Kohn is based on providing an engaging
curriculum, a caring community, and allowing students to make choices. Both of these
philosophical models support my goal in making self-sufficient, responsible students
that are in charge of their own actions. These models emphasize the importance of
acceptance and a classroom community, which I am a firm believer in, as well as

building student self-esteem. I feel that with these philosophical models in the
classroom, student learning will flourish (Charles&Barr, 2013).
The theoretical model I feel most accurately represents my teaching style is
Banduras model of Social Learning. Social Learning has a large emphasis on
teacher modeling of all aspects of learning (curricular, social, etc.) with the
understanding that the students will imitate the teachers behavior and do the same.
Teachers set the tone for the classroom (Charles&Barr, 2013). The students learn what
expected and what appropriate behavior is from their teacher. The teacher is the head
of the classroom. In order for students to behave in a way that is desired, I feel the
teacher must model what he/she is looking for. I believe as a teacher I am responsible
for setting a caring, positive tone in my classroom. This theoretical model matches
exactly my mentality in the classroom and the way in which I carry out my classroom
management procedures.
Physical Environment:
My ideal physical environment for a classroom is a room which is set up to
promote self-sufficient, responsible student behavior. The room would have designated
student bulletin boards and cubbies where the students are free to choose whatever
they would like in their designated area of the room. My ideal classroom would have
plenty of storage so that the classroom is not overwhelmingly filled with things. It would
also encompass a lot of natural light as well as having mildly decorated, clean walls so
that the space is peaceful and effective for learning. Below is an example of the layout
of my ideal classroom. This classroom design is made for a lower grade classroom
(grades k-2) with 20 students present.

Manage Student Behavior:

Establishing and practicing procedures at the beginning of the school year is
extremely important for creating an effective classroom for the rest of the year. Since I
plan to base my classroom on student choice and self-sufficient behavior, I think it is
important to set up the classroom rules and procedures with the students, asking for
their input and making decision together. The first day of school I will sit down with the
students and we will come up with a classroom rule contract. My class will come up with
rules as a group. Then, all of the students will sign the contract/set of rules agreeing to
follow them. The classroom contract will be hung up on the bulletin board. I also plan to

discuss responsible behavior as far as getting up to sharpen a pencil, moving

throughout the class, going to the bathroom, etc. at appropriate times without disturbing
others. The students will be informed that if these freedoms are not utilized
appropriately, they will be taken away. Self-responsibility and decision making will also
be addressed at this time.
As far as rewarding and correcting student behavior, I believe it is important to
have a reward system as well as a consequence system in place. The reward system I
will use will vary from month to month. I believe that switching up classroom reward
systems often is very important, especially in the younger grades. I will have different
rewards each month that get the students excited and eager to follow the rules. For
example, in April I may give out Easter eggs to students that are on task. The Easter
eggs will have a fun activity or small prize in it. My students will be encouraged to get
these surprise eggs throughout the month as a reward for good behavior. Then the
following month a new and exciting reward system will be introduced and put into
action. The students will also learn that if they do not follow the rules and hold their own
in the classroom, consequences will be put into place. Since I am a firm believer in
warnings before consequences, I will use the three-step method to consequences. The
three-step method includes an initial warning (please stop poking your neighbor), a
more stern reminder (I need you to stop poking your neighbor right now), and finally a
consequence. As a consequence the students will be sent to the extra desk in the back
right corner of the room by the cubbies for think time. When a student is sent to think
time, they will need to fill out a think time slip where they will state what they did, why
it sent them to think time, and what they could do better next time in order to solve the

issue. Once the student is done filling out their think time slip, they will put their head
down and wait for me to come and talk with them. I will discuss their slip with them and
explain my reasoning before sending them back to their desks. If a student attends
think time every day for three consecutive days, I will contact the students parents to
discuss a behavior contract.
As far as getting the students attention and/or getting them to quiet down
throughout the day, I will use attention prompts. I will use numerous different prompts so
that the students do not get bored of one particular prompt. 1, 2, 3, eyes on me and
snap, crackle, pop are just a couple of attention prompts I will use to get the students
attention. I will also use time limits and stopwatches (or timers) to set time limits on
activities and bring the students back when the designated time is over.
Respectful, Supportive Learning Environment:
At the very beginning of the year it is very important to set the tone of the
classroom as well as set expectations in which direct the students to act in a kind and
respectful manner to one another, the teacher, and the classroom surroundings. As I
previously mentioned, setting the tone for a classroom community is a great way in
which to ensure that the students feel a sense of belonging. Teachers must set the
expectations for a classroom community as well as model the attitudes and actions they
would like to see their students doing within the classroom. Children adapt to the
surrounding quite quickly and they tend to take on the attitudes and habits of the people
around them. Since the teacher is the authority figure in the room, the students will

imitate the things they do. Therefore, it is critical for the teacher to be aware of the
attitude and tone they are setting in the classroom.
In order to set the tone for a classroom community, it is important for the teacher
to greet the students and get to know them on a personal level. By knowing each
student personally and showing that you take interest in not only their school work but in
other aspects of their lives, the students will feel included and supported while in the
classroom. Knowing ones students personally also helps to build rapport with students
and gain the necessary respect to run an effective classroom. It is also important for
teachers to positively talk to all students and to treat all students the same. I believe it is
extremely important for a teacher to model the behavior and vibe they would like to see
in the classroom as well as praise students who show the desired respect to one
another. A classroom full of positive praise and positive reminders will yield towards a
more effective classroom because the students will have the desired support and
respect which in turn will facilitate a quality learning environment.
Manage and Facilitate Instruction:
As far as managing and facilitating classroom instruction, certain times of the day
are more beneficial and effective for teaching certain subjects as opposed to other
times. Research indicates that the different hemispheres of the human brain work better
for most people at one time of the day rather than another. The left hemisphere of the
brain (the side in which linear reasoning, manipulation skills, math concept, and
language skills are dominant) functions better in the morning hours of the day. However
the right hemisphere of the brain (the side in which visual information and artistic ability

is processed) is dominant in the afternoon hours (Wile&Shouppe, 2011). In attempt to

teach content at the ideal time for learning, I plan to create my daily schedule
accordingly. Below is an example of a classroom schedule I feel would be ideal to
maximize student learning:

Transitions and time limits are also an important aspect to monitor and facilitate
instruction. In order to limit transition time so that instruction time is maximized,
transition routines are necessary. I plan to teach students procedures such as walking
quietly with intent from one place to another when moving throughout the classroom.

This procedure will be practiced and enforced daily with explicit expectations so that the
students know what transitions should look like at all times. Time limits also help to
monitor and facilitate instruction, keeping both the teacher and students on track
throughout the day. It is important to have a daily classroom schedule posted on the
wall for everyone to see. By having time allotments and goals for each subject, the
students will be aware of how much time they have to complete assignments or to stay
quiet so that they can practice self-monitoring and regulating their time at school.
Schedules and time limits also help teachers to stay focused throughout the day and get
done what needs to be done without forgetting things or getting off track. Time limits are
also important to use during individual lessons as well to help students allot themselves
enough time to complete certain tasks that need to be completed in a timely manner.
Promote Classroom Safety and Wellness:
Being a classroom teacher is far more than presenting curriculum in front of the
classroom. A classroom teacher is responsible for the health and wellbeing of their
students when they are at school. Maslow identified the four basic needs that must be
met in order for learning to take place in the classroom. These four basic needs include:
physiological needs, safety needs, love and belonging needs, self-esteem, and selfactualization (Maslow's Hierarchy of Needs, 2007).
Physiological needs refer to whether or not a student has gotten enough sleep
the night before or if they are hungry, cold, sick, or needing to go to the bathroom.
Safety needs are the need for students to feel safe in the classroom, not being afraid to
be criticized for wrong answered or bullied by others. Love and belonging needs refer to

whether students feel that they are part of the classroom community, are socialized with
one another, or whether they are getting enough attention at home. Self-esteem needs
look into whether a student is struggling or feel that the work is too easy, if they have
self-confidence or are feeling down on themselves, or whether they believe they are
stupid or unable to do something. Lastly, self-actualization is the most desired need
which refers to one being able to fulfil their full potential. Although in order to reach selfactualization all of the other basic needs must be met. If any of these needs are not met
for students when they are in the classroom, there will often be a barrier in the way of
learning for that particular student (Maslow's Hierarchy of Needs, 2007).
It is important for classroom teachers to be able to know their students well
enough to recognize if one of these basic needs is not being met at home. As
mentioned above, teachers are not there to spit the curriculum out and expect students
to learn it. Teachers are there to take care of student needs to ensure that they are able
to learn in the most effective way. If a student has an issue that can be solved by the
teacher to help them to learn better, then it is the teachers responsibility to do so. It is
our job as teachers to create a safe, supportive environment for learning to take place,
therefore if something is standing in the way, we must take care of it. Teachers must
also model and act in a way that promotes a supportive, safe environment looking after
the health and wellbeing of others so that students do the same, making the classroom
an ideal environment for learning.
Interacting with Colleagues, Parents, and others to Achieve Classroom Management:

It is so important to be able to get along and be able to interact with others in the
school community, whether it is the parents of your students or the colleagues in which
you work with. Getting to know the parents is a good way to build open communication
and trust with them. In the beginning of the year, possibly even before the school year
begins, inviting the parents and students in to meet you and get to know how the
classroom will run for the year is very beneficial for building rapport with parents and
students. Letting parents know that you will keep them updated about things that are
happening in the classroom and school through a monthly newsletter or phone call
when addressing an issue with their student will help parents to feel connected and
involved in their students education. It is also important for a teacher to be welcoming of
parent volunteers and parent support in the classroom. If a parent wants to help out in
the classroom, I feel it is important to let them. Parents want to know what is going on
with their students and if they are denied the privilege to do so they may feel
uncomfortable that their child spends every day in a classroom where the teacher does
not allow others in to observe. As a teacher, we could always use support and help from
the community to strengthen our lessons and give us more room for creative learning.
By having open communication and good rapport with the parents in the community, a
tremendous amount of doors will be open to better the education of the students as well
as to make the job of a teacher easier and more efficient.
Colleagues are also an important resource to have as a teacher. Teaching, as
with almost all other professions, requires team work and collaboration with others. I
believe it is important to be a team player in the work force and be able to compromise
and take advice from colleagues when it is given. Two people are always better than

one, meaning the thoughts and ideas from others are always helpful in improving ones
own thoughts and ideas. Therefore I believe that by respecting and supporting one
another in the workforce will ultimately benefit not only the teachers/administration
involved but the students as well.

References:

Wile, A., & Shouppe, G. (2011, April 1). Retrieved March 30, 2015, from

http://perspectives.columbusstate.edu/v12_i_1/4-TimeofDay-Print.pdf
Maslow's Hierarchy of Needs. (2007, September 17). Retrieved March 30, 2015,

from http://www.simplypsychology.org/maslow.html
Charles, C., & Barr, K. (2013). Building classroom discipline (11th ed.). New York:
Longman.