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CLASSROOM MANAGEMENT PLAN

Angel 1
Classroom Management Plan
Madonna University
EDU 44
Dr! O"sni#$
Mi%&elle Angel
CLASSROOM MANAGEMENT PLAN
Angel '
Preventative Strategies
Preventing (ro"lems "e)ore t&ey o%%#r is im(ortant to an in de(t& a((roa%&! Esta"lis&ing
%lassroom r#les* (ro%ed#res* and a%%o#nta"ility are t&e initial ste(s + ,ill ta$e to,ard
esta"lis&ing a sa)e %lassroom )or my st#dents! + ,ill #se t&ese (revention strategies to &el(
eliminate %lassroom (ro"lems t&at ,ill ma$e a di))eren%e in &o, many day-to-day dis%i(line
(ro"lems %ome #( ,&ere + need to rely on %orre%tive interventions d#ring t&e moment o)
mis"e&avior! Using (roa%tive strategies li$e (lanning* organi.ing* and designing in advan%e ,ill
&el( me "e (roa%tive and not rea%tive! Planning and (re(aring rea(s many "ene)its! + ,ill strive
to manage all lessons so t&at t&ey r#n smoot&ly ,it& little do,n time! Poorly %omm#ni%ated
r#les ,ill not (rod#%e t&e desired "e&aviors /0yle 1 Rogien* '42! To (revent t&is* + ,ill ,or$
toget&er ,it& my st#dents to (rod#%e %lear r#les t&at ,ill "e en)or%ed t&ro#g&o#t t&e year!
Colla"orating ,it& st#dents at t&e "eginning o) t&e year to develo( r#les )or t&e %lassroom ,ill
allo, st#dents3 voi%es to "e &eard and &ave t&eir o(inion val#ed! + ,ill also move around the
classroom, interacting with students and monitoring what they are doing. The more proximity
that is used, the more on top of situations I will be. To manage my classroom effectively, I will
engage students, minimize downtime by communicating clearly about rules / expectations and
procedures and stage the environment for my students.
4oring lessons %reate "ored st#dents ,&i%& %an %a#se st#dents to a%t o#t and disr#(t t&e
%lass to )or%e o((ort#nities )or so%ial intera%tion and (&ysi%al a%tivity /Le, 1 4ettner* 15562! +
,ill ma$e my lessons intera%tive and &ands-on to engage my st#dents! + ,ill also vary t&e style
CLASSROOM MANAGEMENT PLAN
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o) t&e a%tivities t&at are done in my %lassroom to satis)y t&e tastes and di))erent learning styles o)
st#dents! Every st#dent &as a di))erent learning (re)eren%e and it is my goal is to %reate an
environment t&at meets t&e needs o) individ#als and &el(s )a%ilitate gro,t& and a (ositive*
inde(endent* and sel)-e8tending love o) learning! St#dents ,it& every ty(e o) learning style*
,&et&er )rom $inest&eti% to vis#al to a#dio* s&o#ld "e given t&e same amo#nt o) o((ort#nity to
learn in t&eir o,n %reative ,ay! 4e%a#se o) di))erent learning styles* every %&ild is di))erent and
#ni9#e in t&e ,ay t&at &e or s&e learns: "e%a#se o) t&is* + ,ill ta$e time to #nderstand all o) my
st#dents individ#al needs and it is my goal to modi)y all o) my lessons to meet all o) my st#dents
individ#al needs! +) + noti%e t&at t&ere is a need )or a "rea$ )or some (&ysi%al a%tivity* + ,ill
(a#se my lessons and allo, st#dents to ta$e a "rea$ to move aro#nd! + ,ill in%or(orate ;4rain
4rea$s< into my %lassroom "e%a#se + "elieve t&ey %an "e a 9#i%$ and e))e%tive ,ay o) %&anging
or )o%#sing t&e (&ysi%al and mental state o) learners in a gro#(* along ,it& &el(ing st#dents
stim#late t&eir "rains! + (lan to (rovide $inest&eti% "rain "rea$s every '=-7 min#tes* ea%& a"o#t
1-7 min#tes long! + "elieve t&at ta$ing t&is small amo#nt o) time t&ro#g&o#t t&e day ,ill &el(
,it& t&e e))i%ien%y o) st#dents!
+n order to minimi.e do,ntime* my lessons ,ill "e (lanned o#t in advan%e! T&is ,ill
allo, me to #tili.e t&e %lass (eriod to t&e )#llest (otential* along ,it& red#%ing t&e ris$ o)
distra%tion and inattention o) my st#dents! Planning a&ead allo,s me to (lan )or "a%$ #( lessons
or e8tra a%tivities in %ase st#dents need an e8tension or sim(li)i%ation on a lesson or a%tivity!
R#les and (ro%ed#res ,ill also "e esta"lis&ed so t&at lessons %an "egin (rom(tly ,it&o#t any
,asted time!
CLASSROOM MANAGEMENT PLAN
Angel 4
Providing st#dents ,it& ongoing (ositive and %orre%tive )eed"a%$ ,ill &el( my st#dents
#nderstand ,&at t&ey are doing %orre%tly! + ,ill redire%t ina((ro(riate "e&avior "e)ore more
intensive interventions "e%ome ne%essary! + ,ill also &ave )air and %onsistent %onse9#en%es )or
st#dents! R#les* %onse9#en%es* and en)or%ement (ro%ed#res are %learly de)ined and arti%#lated to
all st#dents! T&ere ,ill "e no s#r(rises: st#dents ,ill $no, ,&at is e8(e%ted and ,&at ,ill
&a((en i) t&ey deviate )rom t&e %lassroom r#les t&at &ave "een esta"lis&ed!
S#((ortive Strategies
+n s#((orting st#dents ,&o ma$e good %&oi%es* + ,ill motivate st#dents t&ro#g& a%tive
involvement in t&eir o,n learning and dis%i(line (ro%esses ,it& t&e goals o) a%9#iring learning*
sel)-management* and a %olle%tion o) res(onsi"le "e&aviors! >&en t&ese %om(onents are
%om"ined in t&e %lassroom* e))e%tive tea%&ing* management* and dis%i(line %om(lement ea%&
ot&er to (romote learning! T&e s#((ortive %om(onent o) my %lassroom management )o%#ses on
(romoting and tea%&ing res(onsi"le "e&avior! >&en st#dents are a%ting res(onsi"ly* it ,ill
dire%tly a))e%t my tea%&ing! T&is ,ill "e demonstrated "y st#dent res(onsiveness* )e,er
distra%tions* and more %oo(eration! T&e s#((ortive strategies )o%#s on (ositive "e&avior* ,&i%&
,ill res#lt in less need )or %orre%tive interventions!
T&e s#((ortive strategies are a (ro%ess o) tea%&ing st#dents res(onsi"le "e&avior!
St#dents learn )rom o"serving ,&at tea%&ers do and &o, t&ey intera%t ,it& t&eir st#dents*
leading to an e))e%tive dis%i(line system! T&is is ,&y + ,ill "e s#re to treat everyone ,it&
res(e%t* even i) + am #(set! T&e more tea%&ers s&are t&e dis%i(line strategies* t&eir (#r(ose and
CLASSROOM MANAGEMENT PLAN
Angel =
rationale ,it& st#dents* t&e more e))e%tively t&e st#dents ,ill learn res(onsi"le "e&aviors /Le, 1
4ettner* 15562!
+ ,ill strive to &el( my st#dents learn res(e%t )or not only t&emselves* "#t )or ot&er
(eo(le in t&eir %omm#nities* and )or (ro(erty! Giving st#dents t&e s#((ort t&ey need to %&oose
a((ro(riate "e&avior is vital to t&eir long-term s#%%ess! O"taining (arent %oo(eration is an
essential element in s#((orting st#dents in %&oosing alternative "e&aviors to disr#(tion! + ,ant
my st#dents to )eel %a(a"le o) (er)orming %lassroom tas$s!
>&en )o%#sing on st#dent gro,t& to,ard res(onsi"le "e&avior %&oi%es* + ,ill give
e))e%tive (raise t&at )o%#ses on giving )eed"a%$ to st#dents a"o#t t&eir a%%om(lis&ments! T&e
e))e%tive (raise needs to "e a((re%iative* rat&er t&an %ontrolling and in)ormative or eval#ative
/0yle 1 Rogien* '42! + ,ill "e s#re to ma$e it gen#ine and s(e%i)i%! T&is is "e%a#se ,&en
st#dents are s#((orted in ma$ing res(onsi"le "e&avior %&oi%es* + ,ill "e a"le to %reate a
%lassroom ,&ere all st#dents ,ants to "e and %an learn! Tea%&ing and %lassroom %limate
en%o#rages res(onsi"le "e&avior! + ,ill %reate a learning environment t&at ,ill motivate my
st#dents t&ro#g& a%tive involvement in learning and dis%i(line (ro%esses ,it& t&e goals o)
a%9#iring learning s$ills* sel)-management s$ills* and a %olle%tion o) res(onsi"le "e&aviors!
+ ,ill di))erentiate my instr#%tion o) lessons "ased on my st#dents! + ,ill &ave Englis&
lang#age learners* e8%e(tional learners* and ot&er st#dents ,&o may need e8tra s#((ort or ,&o
are more advan%ed in my %lass! +t is my ?o" to s#((ort all st#dents! + ,ill s#((ort my ELL
st#dents "y %reating a lang#age-ri%& environment* "eing a,are o) t&e relations&i( "et,een a
st#dent@s native lang#age and Englis&* s#((orting a%ademi% lang#age develo(ment* and
CLASSROOM MANAGEMENT PLAN
Angel A
(roviding my st#dents ,it& )re9#ent o((ort#nities to ,or$ toget&er -- "ot& in (airs and in small
gro#(s! + ,ill s#((ort my e8%e(tional learners "y (roviding st#dents ,it& t&e additional s#((ort
t&ey need to a%%ess learning -- ,&et&er it is t&era(y* trans(ort* %&anges to t&e learning
environment* s(e%i)i% tea%&ing strategies* andBor s(e%iali.ed e9#i(ment or materials! Last* + ,ill
"e a"le to s#((ort my st#dents ,&o may need s#((ort "y (roviding sim(li)i%ations )or my
lessons t&at ,ill "e more a%&ieva"le )or s#%& st#dent: and )or t&e st#dents ,&o are more
advan%ed* + ,ill (rovide e8tensions )or t&e lessons "eing ta#g&t so t&at t&ey ,ill "e %&allenged!
Corre%tive Strategies
>&en my (reventative strategies do not redire%t mis"e&avior* #sing %orre%tive dis%i(line
strategies ,ill "e #sed! + ,ill "e (re(ared ,it& (ra%ti%al strategies to deal ,it& t&e moment o)
mis"e&avior "y identi)ying t&e ty(e o) mis"e&avior t&at t&e st#dent is %&oosing to #se! T&is is
ne%essary so t&at a %orre%tive intervention strategy t&at )its t&e sit#ation %an "e #sed! Attention*
(o,er* revenge* avoidan%e* im(#lsive* and #nmotivated "e&aviors all re9#ire di))erent strategies
in order )or t&e tea%&er to e))e%tively deal ,it& t&e mis"e&avior /0yle 1 Rogien* '42!
Distracting misbehaviors are ones that will attempt to sidetrack me from the lesson and/or
change the attention of other students from the learning. These misbehaviors will interrupt the
lesson, stop the momentum, and get the focus away from important matters. This is not fair to
other student’s learning.
Students who choose controlling misbehaviors seem to know instinctively how to agitate
teachers. Being prepared with strategies to deal with the behavior is my first step to being
successful with students who engage in controlling behaviors. The strategies for this student will
CLASSROOM MANAGEMENT PLAN
Angel C
help me deal with the initial situation when students are trying to provoke a power struggle. The
student will be asked to stop and if the behavior continues, then the student will be asked to stay
after class to finish the conversation with the teacher away from the class audience.
Angry/violent behaviors are the highest level of seriousness of misbehavior. Res(onding
to angry B violent "e&aviors tends to initiate )lig&t-or-)ig&t rea%tions /0yle 1 Rogien* '42* "#t +
,ill %ontrol my rea%tion and (rovide t&e st#dent ,it& strategies t&at in%l#de "e&avioral %ontra%ts*
%&ill-o#t time* %onse9#en%es* and ;%&at time!<
Re)eren%es
0yle* P!* 1 Rogien* L! /'42! O((ort#nities and o(tions in %lassroom management!
Need&am Deig&ts* MAE Allyn 1 4a%on! +S4NE '=7'4174!
Le,* A!* 1 4ettner* 4! /15562! Res(onsi"ility in t&e %lassroomE A tea%&er3s g#ide to
#nderstanding and motivating st#dents /Rev! Ed!2! 4ostonE Conne8ions! +S4NE
5A'4641=!