Classroom Management Plan

Key Points of Discipline Plan:

The key points I would point out are behavioral issues with students. Since it is a time of change
and development for many individuals, they seek attention and misbehave to get noticed.
Another key point would be bullying or physically hurting another individual.
1. Be respectful: Treat others the way you want to be treated. You earn respect by giving
respect. For example, not talking when others are talking would be showing respect.
2. Be prepared: That means arriving on time with ALL materials needed for class (writing
utensil, paper, books)

3.

Late policy: 1st time: warning, 2nd time: parent contact/reflection, 3rd time: team
lunch detention, 4th time: afterschool detention, 5th time: office referral

Raise your hand: To respond to questions, to take part in class discussions, to get out of
your seat for any reason, to ask questions

4. No name calling
5. No use of profanity/swearing: In the class, we will be writing properly, which does
NOT include any sort of profanity! By not using profanity, you will be showing respect to
yourself, classmates, and teacher.
Resource/Theorists: http://education.fcps.org/wfms/book/export/html/1058
Discipline:
1. Preventive Discipline: measures taken to preempt misbehavior by keeping students
engaged.
2. Supportive Discipline: measures taken to assist students with self-control by helping
them get back on task.
3. Corrective Discipline: measures taken when students are not following classroom or
school rules.
4. Teachers must see to it that reasonable consequences follow student behavior-William
Glasser
5. Punishment often has negative effects in behavior modification and hence is not used in
the classroom.
Resources/Theorists: B.F. Skinner, Haim Ginott, Rudolph Driekurs
Consequences:
1. Verbal Warning
2. One-on-one conference/reflection with me and parent/guardian contact

3. Teacher assigned LUNCH detention and parent/guardian contact

4. Teacher assigned AFTER SCHOOL detention and parent/guardian contact. In detention,
the student will write how they will change their behavior in the classroom so that it is
acceptable, and will then start working on any additional homework they may have.
5. Referral to Administration
Plan for the Establishment of Classroom Expectations: I will first go over a set of the class
rules on the first day and make sure to give a handout to all so that they know what the rules are
and may refer back to them when necessary. The rules for governing class behavior will be
talked through with the students to see if they feel anything should be added or changed. If
everyone agrees upon the rules, including the teacher, the rules may be changed slightly or added
to the class expectations sheet. Along with that, a list of expectations will be put on the sheet that
all students should be able to meet. I will create a positive learning environment by getting class
started as quickly as possible so that class time can be as efficient as possible. I will be
enthusiastic as possible, reassure students verbally what they are doing well, and will try to
change between quiet times of listening for instructions, as well as periods of talking in
group/partner discussions. My expectations for active learning time are that all students have fun
and participate at an active level.
Resources/Theorists: Rudolph Driekurs
Adaptation: All of the same techniques can be used for creating a positive learning environment.
I could also add that when two or more misbehaviors are being performed, the behaviors are
addressed. I would also expect that all the students participate in all activities and at least try
them even if they do not enjoy them the best. Not only do I encourage students, but their
classmates encourage each other as well.
Consequences of Misbehavior: There will be different types of consequences depending on the
misbehavior of the student.
Steps to be taken on misbehavior:

There will be no excuses for misbehavior in the classroom; however, it is the teachers
role in discipline to help students understand what they did wrong and how to make good
choices, continually, throughout the day.

Stop the misbehavior and reestablish positive behavior as quickly as possible

Maintain children's dignity

Develop childrens self-control and self-regulation skills

Help children recognize and fix any harm caused by their mistakes

Demonstrate that rules help make the classroom a safe place where all can learn

Resources/Theorists: https://www.responsiveclassroom.org/article/respondingmisbehavior William Glasser

Three strategies will be taken on handling the misbehavior of a student.

1. Visual and Verbal Cues: Once teachers have modeled expected behaviors and given
children opportunities for practice, a visual or verbal cue will often stop a misbehavior
and help a child get back on track. Simply looking briefly into a child's eyes can
powerfully send the message that "I know you know how to do this; now lets see you do
it." Other examples of visual cues are a writing gesture for "This is writing workshop; get
to work" or a finger against your lips for "Remember, silent lips when someone is
sharing."
2. Increased Teacher Proximity: Sometimes all that's needed to reestablish positive
behavior is for the teacher to move next to a child. For example, if children have been
taught how to sit safely in chairs, and Maria has just started tipping her chair back during
direct instruction, simply moving to stand by Maria can communicate "Sit safely"
without drawing undue attention to Maria or disturbing other children. Once Maria sits
safely, the teacher's staying nearby for a bit helps the child understand that she must
continue to sit safely.
3. Logical Consequences: Logical consequences are another strategy that teachers can use
to stop misbehavior while helping children see and take responsibility for the effects of
their actions. Logical consequences differ from punishment in that, unlike punishment,
logical consequences are relevant (directly related to the misbehavior), realistic
(something the child can reasonably be expected to do and that the teacher can manage
with a reasonable amount of effort), and respectful (communicated kindly and focused on
the misbehavior, not the child's character or personality).
Resources/Theorists: https://www.responsiveclassroom.org/article/respondingmisbehavior
Plan for Recognition or Celebration of Good: It will be seen to that students receive
positive reinforcement when an act of good deed/performance occurs. A plan to recognize
good behavior could be done by having a set of class rules that are to be followed every
class period. When individuals meet these expectations, they will be given positive
reinforcement when they are both behaving and performing well in the class. The
students may be given the opportunity to give me a suggestion on a topic of interest to
them they would like to discuss as long as it is in the curriculum. If the students behave
well throughout the week, they may be rewarded with either extra spare time to work on
their homework or to chat the last few minutes of class.
Resource: William Glasser
Plan for Involvement of Parents: To keep parents involved I will send out a newsletter along
with an email to all in order to keep them up-to-date on what is going on in the classroom.
Parent teacher conferences are always a place where much can be discussed as well about what is
going on in the class and about how their child is behaving. Having a family fun night with
active games to try and get families to have a healthier lifestyle, or even just an educational night
for those wanting to learn how to stay healthier.

Adaptation: I could use all of these to try and incorporate parents; however, I feel that by having
an educational type of night would be most beneficial. By showing the parents how they can
stay fit and be an educational role model on health topics to their child may be more beneficial
than having a fun night with games.
Resources/Theorists: http://www.gophersport.com/blogentry/getting-parents-involvedin-physical-education
Monitoring Attendance:
School policy on accepted student absences:

Student illness (parent note or phone call)

Medical/dental appointments that cannot be rescheduled (parent note or phone call)
Bereavement/funerals (parent note or phone call)
Religious reasons (parent note or phone call)
School-sponsored activities (testing, field trips, sports)
Students who cannot participate or who or have limited participation in PE activities for 3
days or less shall provide a note, at the beginning of class, from his/her parent to the PE
instructor. This note shall describe the illness and/or injury that are causing the student
not to participate during class. (Note: students are required to dress out and remain
attentive to the lesson.)
Students with an illness or injury lasting more than 3 days duration shall provide a note
from his/her doctor to the instructor at the beginning of class. This note should describe
the nature of the illness or injury, limitations or restrictions on movement, duration of
non-participation, and indication of when PE class may be resumed.
Students with a medical excuse from a doctor, which prohibits or limits PE participation
for more than 2 weeks out of the grading period, have two choices:
1. Students may continue the course with a modified curriculum in which they are only
eligible to receive a pass / fail grade
2. Students may seek an alternate course for that particular semester or school year.
Students who miss a skill test, fitness test and/or written test due to medically excused
non-participation or absence will be expected to make up the test(s). Make up test are be
arranged with individual instructors for a time that is mutually agreeable.

Resource/Theorists: http://www.keene.k12.nh.us/attend and

http://www.chs.fuhsd.org/cms/page_view?d=x&piid=&vpid=1222839560799
The students will be assigned a spot to sit according to their last name alphabetically, and they
must be seated in their spot right after the bell. Otherwise they will be considered tardy or
absent.

Tardy # 1:
Tardy # 2:
Tardy # 3:
Tardy # 4:

Warning, counseled by teacher

Warning, counseled by teacher
Teacher assigns 1 hour of detention
Teacher assigns 1 hour of detention

Tardy # 5: Teacher assigns 2 hours of detention

Tardy # 6: Teacher completes Student Referral Form & sends student to Counselor.
Counselor assigns a Saturday detention & makes parent contact.
Tardy # 7: Teacher assigns 1 hour of detention
Tardy # 8: Teacher assigns 1 hour of detention
Tardy # 9: Teacher assigns 2 hours of detention
Tardy #10: Teacher completes Student Referral Form. Saturday detention assigned &
mandatory parent conference.
Resource/Theorist: https://rhs.schoolloop.com/tardytruancypolicy
Adaptation: Student will receive an extra 5 minutes to enter the gymnasium unless
otherwise stated by teachers the he/she will need additional time to get to the classroom.

Grading Scale:
A = Outstanding Achievement. The pupil has mastered the objectives in the subject area, shows
initiative, applies knowledge gained to new situations, and accepts responsibility for learning.
B = Above Average (High) Achievement. The pupil has mastered most of the objectives in the
subject area, is above average in initiative, application of knowledge, and accepting
responsibility for learning.
C = Satisfactory Achievement. The pupil has mastered the basic objectives in the subject area
and with direction and stimulation by the teacher is progressing in initiative, application of
knowledge and accepting responsibility for learning.
D = Below Average (Needs Improvement in) Achievement. The pupil has mastered few of the
basic objectives in the subject area.
F = Unsatisfactory Achievement. The pupil has not mastered the basic objectives in the subject
area.

Resource/Theorists:
http://sbo.nn.k12.va.us/resources/grading.html

A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% and
below

Homework Policy:

To understand all homework assignments by listening to directions, asking questions

when something is unclear, and reading directions
To gather all materials necessary to complete assignments before leaving the classroom
To complete all assignments to the best of his/her ability
To return materials and assignments on time
To make up any missed homework that the teacher requires
Resource/Theorist:
http://schools.nyc.gov/SchoolPortals/09/X449/AboutUs/Policies/Homework+Policy.htm

Adaptation: Student will receive any help needed from a student teacher in order to
complete homework assignments if unable to write or type any of the homework or
exams out.
Academic Misconduct:
Turning in assignments: There will be no plagiarism or cheating, if you are found doing either
you will be asked to redo the assignment and will be given a zero the next time it happens.
Adaptation: A time will be set up with either the principal and or your parents about the
consequences.
Bathroom Policy:

It will be a policy that only one student can go to the bathroom at a time from my class.
This relieves the problem of having too many students out at once.
I will give students a time limit to the amount of time they are allowed out. This will help
cut down on students taking advantage of leaving the class. I will come up with a
discipline plan associated with this to help with enforcement.
Resource/Theorists: http://712educators.about.com/od/teachertips/a/restroom_use.htm
Adaptation: Students may be in the bathroom for longer periods of time with
supervision from teacher assistant.

Equipment use and care: All the equipment will be set up and ready to use before the students
enter the gym. At the end of the period, the equipment will be gathered by the students and will
be brought back to me where it will then be put away.
Adaptation: The equipment will be gathered by the students and will be put back where they
found it by them as well.
Adaptation: Individual will be using modified equipment and teacher will be responsible for
getting the individual equipment in order to participate.
Starting/Stopping activity: The sound of the whistle will start and stop activities. One blow
means start and two means stop.
Behavior Rules:
Individual
During physical activity: You will treat others you would want to be treated. All will
keep their hands to themselves and their will be no horseplay.
Turning in assignments: There will be no plagiarism or cheating, if you are found doing
either you will be asked to redo the assignment and will be given a zero the next time it happens.
Adaptation: A time will be set up with either the principal and or your parents about the
consequences.

Adaptation: Individual will receive extra help if needed and will use modified equipment in order
to be included.
Group
During physical activity: The individuals will be given directions on what they are doing
during the classroom. If they are unable to listen and or follow the rules they will be warned, if it
happens again they will be asked to sit out.
Adaptation: Individual will receive extra help if needed and will use modified equipment in order
to be included.
Safety/Accidents/Injury:
Fire and Tornado drill routes will be performed within the first week so everyone is clear of
where they are to go in case of either happening. Accidents and injuries will be covered within
the same week so that everyone understands the protocol for each as well.

Resources and Theorists

http://education.fcps.org/wfms/book/export/html/1058
https://www.responsiveclassroom.org/article/responding-misbehavior
https://www.responsiveclassroom.org/article/responding-misbehavior
http://www.gophersport.com/blogentry/getting-parents-involved-in-physical-education
http://www.keene.k12.nh.us/attend
http://www.chs.fuhsd.org/cms/page_view?d=x&piid=&vpid=1222839560799
https://rhs.schoolloop.com/tardytruancypolicy
http://sbo.nn.k12.va.us/resources/grading.html
http://schools.nyc.gov/SchoolPortals/09/X449/AboutUs/Policies/Homework+Policy.htm
http://712educators.about.com/od/teachertips/a/restroom_use.htm
B.F. Skinner
Haim Ginott
Rudolph Driekurs
William Glasser