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Abdulkadir Aden

The Classroom Management Plan
Classroom Management 5310

1. Philosophical model of classroom management and discipline
My philosophy about teaching is to motivate and teach students to be educated, which is
the true foundation to success. This is the same way I teach myself to learn and observe other
teachers’ teaching styles. As I continue to observe, I find ways that I can connect my learning
style with their teaching styles. I believe that what goes on the classroom is my responsibility,
and, by working with students, all of us can create an ideal environment for education, safety,
understanding, and even fun. By keeping things positive, I believe that students will end up
learning more and getting more out of every lesson.
The philosophical model of classroom management I identify myself with is Dr. Jim Fay
and Dr. David Funk teaching with love and logic. As a teacher, I will be fair, caring, and positive
towards my students. I understand that each student comes from a different background, and that
the classroom is a place we must all come together to learn. While many students may be unsure
of their future, I want to provide structure, consistency, routine, and something they can look
forward to every day. I understand each student may need differential instruction due to a variety
of learning styles, and will plan lessons accordingly to fit each student’s needs. The student
comes first and foremost in the classroom, and it is my responsibility to educate them to the best
of my ability. I hold students to high expectations, and expect them to do the same for me. This
balance of respect and responsibility allows for optimal learning and achievement to take place.
I will treat each student with respect, and by trying to understand each of them I believe
that I will be able to better communicate with them. Opening up a positive dialogue that
encourages thoughtful interactions will lead to greater understanding and motivation in the
classroom. These positive interaction will help me “bank points” and facilitate “withdrawals”
when I need to have a negative interaction. While I realize that some form of punishment may be
needed if a student continually acts out in class, I would much rather understand why they are
acting out in the first place and work with them to correct the problem before things get worse.
Through observation I will try to understand about the student behavior as long it is not severe
I plan to follow these principles in order to create a classroom environment that fosters learning,
respect, and civility.
2. Organize the physical environment
The floor space:

I will place students’ desks where students can easily see the teacher during whole class
or small group instruction.
 I will have a strategic location ready for students who need to be isolated from the rest of
the class.
 Desks will be in rows facing the teacher.
The work area:

I will arrange work areas and desks so that I can easily see and monitor all the students
and areas no matter where I am in the room.
Student will be able to see me as well as frequently used whiteboards, bulletin board,

screens, demonstration areas, and displays.
I will keep traffic area clear. I will allow enough clearance to move up and down and
around the last seat in the row.
I will keep access to storage areas, bookcases, cabinets, and doors clear.
I will post the regulations regarding fire, earthquakes, tornadoes, hurricanes, and other
natural disasters by the door.
I will make sure I have enough chairs for all students.
I will make sure I have all the necessary materials for my work areas, such as books,
media, activity cards, tools, and instruments.
I will test any and all equipment to make sure that it works before I intend to use it.
I will arrange work areas where students can go for reading and math groups, science
laboratory areas, project work, learning centers, and independent study.

The wall space

I will cover one or more bulletin boards with colored paper and trim, and leave it bare.
The purpose of this bulletin board is to display student work.
I will display my discipline plan in a prominent place.
I will post the producers, assigned duties, calendar, clock, emergency information,
schedules, menus, charts, maps, decorations, birthdays, and students work.
I will post a large example of the proper heading or style for papers to be done in class.
I will post examples of tests students will take, assignments they will turn in, and papers
they will write.
I will display the feature topic, theme, chapter, or skill for the day or the current unit.

The bookcases

I will rotate materials on the shelves, and leave out only those items I am willing
students to handle.

The teacher area

My desk will be closer to the back of the room area where it is not distraction to the
students but were I can see the entire class.
The teaching materials

I will have a letter ready with the materials I want my students to bring from home.
First, students will take the seat of their choice. As the week progress I will continue to
move students.
I will prepare my basic materials ready for the first week of school. These include
books, papers, pencils, rulers, glue, markers, felt pens, stapler, tape, clipboard, crayons,
felt-tip markers, construction papers, instruments, calculators, laboratory supplies,
manipulatives, playground equipment, and computer software. Also, bell and a timer to
use for signals.

Prepare and organize containers for material.
Place electronic media where there are electrical outlets and where the students will not
trip over the wires. Prepare an extension and cord and an adapter plug handy.
Organize and file masters, stencils, and computer disks.

3. Manage student behavior.
Basic Procedures:
1. Come to class ready to learn.
2. Come to class, and know that you are safe.
3. Come to class, and know that I care.
4. Come to class, and do the best you can.
Classroom rules:

Please do not bother or hurt others. Keep your comments, hands, feet, and objects to


Please do what Mr. A. asks immediately.


Please work, talk, engage, and participate when you are supposed to.


Please bring/have materials (books, papers, writing utensil, etc.) ready to use.

Please remember that other rules, guidelines, procedures, and suggestions will be put into
place as situations arise. These need to be followed as well.
Students in this classroom will have high expectations set. Mr. A. will set the tone and
provide a positive environment. If it should become necessary to remind students of proper
behavior it will happen respectfully and in a timely way.
Positive interactions and disciplinary actions (in class and in building) that may be
appropriate are:
Positive Consequences:

Negative Consequences:

A look

A look

Verbal privately or publicly

Verbal privately or publicly



A smile

A frown


Time-out in room


Time-out in another room


Time-out in the hall


Office referral


In School Suspension


Phone call home

Phone call home
Morning Entry Procedures
1. Say "hi" to all your classmates.
2. Greet your teacher as you enter.
3. Enter quietly and orderly.
4. Place backpack outside and neatly lined up.
5. Empty your backpack and bring in homework and needed supplies.
6. Turn in homework to be turned in or keep homework at desk to be graded in class.
7. Start work on your seatwork.
8. Expect a great day.
Desk Procedures
1. Only your notebook, assignment book, textbooks, reading book and supply box belong in your
2. Toys, food, and loose paper do NOT belong in your desk.
3. Keep hands, feet, paper, books, and pencils off your neighbors’ desks.
4. CLEAN your desk and the area around it before you leave.
5. Push in your chair EVERYTIME you get up.
Line-up Procedure: Leaving Classroom
1. Stand in two equal lines.
2. First excused line starts out of room followed by second line.
3. Wait quietly.
5. Walk out the door.
End of the Day Procedure
1. Copy down homework.
2. Clean around your desk.
3. Pack assignment book & homework needed.
4. Wait for teachers to dismiss your number to get your backpack.
5. Leave ONLY when dismissed by the teacher.
6. Say "Goodbye" to classmates and teacher.
7. Make sure to be to the bus on time.
8. Plans of how you are going home may not change.
9. Remember to tell your family about your day.

Restroom Procedures
1. Only one at a time may go.
2. Quietly hold up three fingers and shake your fingers if it is an emergency.
3. Wash your hands.
4. Come right back and enter QUIETLY.
Drinking Fountain Procedures
1. Drink water at recess, lunch, or when your work is FINISHED.
2. Do NOT line up at the drinking fountain outside or inside the classroom AFTER the recess
bell has rung.
3. Maximum 3 people at sink area at any time.
4. Wipe the sink after you drink.
Group Work
1. Greet all group members.
2. be prepared with the necessary tools and resources to be successful.
3. Collaboration is the key to being a successful learning club.
4. All members participate, share, learn from, and help one another.
5. Use same procedures for speaking as you do during class.
6. No one group member is to do all the work.
7. Practice Active Listening.
8. Cooperate.
9. Do your personal best.
1. Check trash cans to see if they need dumping outside.
2. Monitor sink area.
3. Check student desks once a week and notify students if they need attention.
4. Check floors at the end of the day and remind classmates of pick up rules.
5. Supervise clean up after projects in coordination with Organizers.
6. Help Art Teacher in cleaning up.
7. Dust shelves, computers, TV, and counters weekly.
Classroom jobs, - Student Choose Responsibilities
I will let the children decide (after about every month) what needs to be done. We will
brainstorm enough jobs for everyone to have a responsibility for each month.
I like the,-the three steps to teaching procedures
1. Explain. State, explain, model, and demonstrate the procedure.
2. Rehearse. Rehearse and practice the procedure under your supervision.
3. Reinforce. Reteach, rehearse, practice and reinforce the classroom procedure until it
becomes a student habit or routine.
4. Create respectful, supportive learning environment:
I want my classroom to be a place where students of all types can come to learn and interact
with each other. I want the students to feel comfortable to interact rather than be shy. I want to
have the students periodically sit across each other so they can see each other. I want each

student to get involved in the class activities. I want each student to develop a sense of being
able to do his/her work while working with their peers. By developing positive teacher-student
relationship, I will promote students’ self-esteem, and build group cohesiveness.
 Students are invested in their work and value academic success. For example, students
work hard, remain focused on learning without frequent reminders, and persevere
through challenges.
 The classroom is a safe environment for students to take on challenges and risk failure.
For example, students are eager to answer questions, feel comfortable asking the teacher
for help, and do not respond negatively when a peer answers a question incorrectly.
 Students are always respectful of the teacher and their peers. For example, students listen
and do not interrupt when their peers ask or answer questions.
 I will reinforce positive behavior and good academic work as appropriate.
 I will have a positive rapport with students, as demonstrated by displays of positive
affect, evidence of relationship building, and expressions of interest in students’ thoughts
and opinions.
o Students are invested in the success of their peers. For example, they can be seen
collaborating with and helping each other without prompting from the teacher.
o Students may give unsolicited praise or encouragement to their peers for good
work, when appropriate.
o Student comments and actions demonstrate that students are excited about their
work and understand why it is important.
o Students may demonstrate frequent positive engagement with their peers. For
example, they might show interest in other students’ answers or work.
5. Manage and facilitate instruction:
I will use the big 8 to manage and facilitate instruction. I will use the cardinal principle, if a
student breaks the rule while I give instruction I will write the students name on the designated
area on the whiteboard along with the behavior the student displays. If the student continues to
misbehave I will put check mark next to the student’s name. Students will sign their name in
behavioral record sheet for two check marks. The record sheet contains name, date, and
 N = not working
 D = disturbing neighbors
 O = out of seat
 T = talking
 F = not following directions
 I = incomplete work
Instructional Focus
The Strategies (in brief)
students understand and follow
your directions
Transition Smoothly
Guide students to make efficient physical
and mental transitions from one activity to
Develop Good Habits
Turn procedures and expected behaviors
into habits.
Manage Students’ Time
Define time requirements (start times, end
times) and develop time awareness through



Give Positive Reminders



Prompt for Attention





Use Stance and
Encourage Student
Say It Right



Ask and Direct

Support expectations with positive
Use verbal prompts and physical stance to
get students’ attention for upcoming
instruction or direction.
Move strategically to maximize proximity
including eye-contact with students.
Give students ways to signal that they are
ready, finished, or need help.
Raise and lower your voice to deliver
information with interest. Always choose
clear and appropriate language.
Shape questions and devise activities to
engage students directly in responding.

6. Promote classroom safety and wellness:
1. Follow direction the first time they are given.
2. Raise your hand and wait for permission to speak.
3. Stay in your seat unless you have permission to do so otherwise.
4. Keep hands, feet, and objects to yourself.
5. No cursing or teasing.
To introduce my discipline plan this is what I will say:
Step 1: “We are all here for you-for you to succeed and to enjoy this class. Because I care about
each of you, I am here to help you. So I will not allow you to do anything that will interfere with
your success in this class.”
Step 2: “We will be working together this year. We need to have a class where you can come
without fear of being ridiculed or threatened. Because I care about all of you, I will not allow
you to do anything that will interfere with someone else who is trying to learn.”
Step 3: “I am the teacher, and I am looking forward to being your teacher this year. I have an
exciting year of learning planned for you, and I will not allow you to do anything to interfere
with my desire to teach you. Nor will I allow you to do anything that will interfere with all of us
having an enjoyable year.”
Step 4: “So that you can learn, so that we can all learn, so that I can teach, I have a set of rules to
ensure that we will have an orderly classroom.”
I will involve the students to form some of the rules.
7. Interact with colleagues, parents, and others to achieve classroom management

Colleagues: I will use the system of buddy room support. I will talk to other teachers in
the school that use the buddy system. By discussions about the student’s behavior and
ways to promote positive behavior I will be able to interact with my colleagues.

Parents: I will send note, phone calls home “catching-students-being-good” might be one
effective way to promote positive student engagement.
Weekly newsletter communication to parents.