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Abstract

This is part three and four of a four part assignment. This portion of the portfolio will
include a rationale on the importance of physical space and a design of my ideal classroom. In
addition, the portfolio will include a list of five procedures, a list of rules, and a set of
consequences and rewards. There will be an administration guide for the administration of the
classroom management plan as a whole. References for all portions will be included at the end of
the master document on the page titled References.
Rationale of the Physical Space
The physical space is a vital component in providing a quality education where learning
and success are maximized for your students. It is important for the physical space to enhance
academic learning, in addition to social and emotional learning as well. Physical space
arrangement is a direct reflection of the overall flow of the classroom. The layout of the
classroom communicates how you expect students to participate in your class, and your style of
teaching and learning as a former student will influence how you organize your classroom. There
are five key components to consider when setting up your classroom as defined by the chapter
Organizing Your Classroom and Materials (Evertson, 1984). These keys directly influence the
learning students will experience in your classroom and help define the importance of the role of
physical space also. In order to maximize learning, the teacher must first use a set-up that
correlates with your goals and activities expected from the students. It is important to have a
whole group and small group area for academic learning, easily accessible centers for social
learning, and a place for students to be in tune with oneself, such as a classroom library, for
emotional learning (Evertson, 1984). Next, keeping high-traffic areas free of congestion also
maximizes learning for your students. It is important to have things that may distract or disrupt

learning, such as an electric sharpener, spaced out in order to prevent disturbances (Evertson,
1984). Also, it is important that I am visible to my students and they are visible to me. This
practice enhances engagement and prevents social conflicts in the classroom (Evertson, 1984).
Functionality is a key to maximizing learning in the classroom as well. It is important that
supplies, materials, and activities are ready and accessible. This allows students to utilize their
time wisely and gives the teacher a chance to make every situation a learning opportunity
(Evertson, 1984). The final key is to make sure students can see what they need. This includes
the board for academic instruction, the behavior chart and examples of positive behaviors for
social instruction, and counseling posters to increase emotional awareness (Evertson, 1984). By
applying these five keys in your classroom, it is possible to use every inch of your area as a way
to maximize learning academically, socially, and emotionally and execute a variety of teaching
styles that help foster growth amongst your students.

Classroom Design

Procedures and Routines

Procedure 1: Morning Arrival


Upon arrival students will enter the front door of the school and walk to our hallway if
they are not eating breakfast. If they are eating breakfast at school, they will report to the
lunchroom, eat breakfast, and then return to our hallway to follow the remainder of the
procedure. They will sit Indian style outside of the door and up against the wall. Students may
read a book, work on an assignment, or sit quietly. Students may not talk during this time and
should use the time to prepare for the day. The school bell rings at 8:00 a.m. At 7:50, I will ask
the students to stand up in their place and walk into the classroom.
Procedure 2: Morning Work
After entering the room, the students should walk to their seat and begin taking materials
out of their backpack and pull out their handwriting folder from their desk. Students should begin
working on the handwriting assignment labeled by the correct day. When the student table is
called, students should first walk to the morning station. At this station, students will turn in their
notes, homework, and lunch money in the proper basket. Students should then hang their
backpack on their assigned hook and place their snack and lunch boxes in the appropriate bin
located beside the backpack pegs. The students will then visit their cubby and retrieve any
materials they may need for the day that is not already in their desk (ex: extra pencils, paper, etc.)
and sharpen any pencils they will need for the day. After completing these tasks, the students
should return to their desks and begin working on their handwriting again. I will call tables until
everyone has completed the procedure. As students are completing the procedure, I will be
walking around monitoring the class and those who are working on their handwriting.
Procedure 3: Walking in the Hallway

When my students are walking in the hallway, they will be following a Five S line
formation. The five S line consists of the line being silent, straight, still, second tile, and smiling.
I will call students by tables to line up in the line alley, the area designated for lining up, as
labeled in my classroom sketch. The first component is for the line to be silent. The students
ears should be open and their mouths closed so that they can hear important instructions. Next,
the line is to be straight. The students should be standing directly behind the person in front of
them. The line should also be on the second tile while walking down the hallway. This helps the
students to stay to one side so other classes can walk by and aides in keeping the line straight as
well. The participants in our line are also asked to be still. I expect my students to keep their
hands and feet to themselves while walking down the hallway. Finally, smiling is the last
component of this procedure. Students should be smiling as they are walking down the hallway
because it is easier to smile instead of frown. By smiling at other students and faculty, my
students can set a positive example in the lives of others just by walking down the hallway.
Following the five S line will help my students go to and from designated areas quickly and
quietly.
Procedure 4: Asking Questions during Instruction
While I am leading instruction, students are expected to follow the resulting procedure
when asking questions. In my class, we will use a four part signaling system. Students wishing to
go to the restroom or get water should hold up their index finger. If a student wishes to get a
tissue, they are asked to hold up two fingers using their index and middle finger. For students
who need to sharpen pencils or visit their supply box, they are to hold up three fingers. For all
other questions pertaining to the lesson, students can raise their entire hand. I will answer the
questions based on the signal provided to me by the student.

Procedure 5: Attention during Presentation


During the presentation of a lesson or the conclusion of a group activity, I will ask my
students to give me five. A poster will be on the wall for reference if needed. The components
of give me five that the students are to follow are listed in order of expectation: 1. Eyes on the
teacher. 2. Ears open. 3. Seated in desk or designated area. 4. Still 5. Silent. When this command
is given, students should first direct their attention to me. Next, they should make sure they are
prepared to listen to any additional instruction I may give them. Students should move to their
desk or designated area assigned to them. Once seated, students are to be still keeping their
hands, feet, or any objects to themselves. Finally, students are to be silent and raise a hand, or
five, to me so that I know they have completed the procedure. This is so that I can address the
class as a whole and redirect the students to what they should be doing next. This procedure
allows the class to regain their focus and come back to together as a group.

Classroom Management Plan Rationale

A classroom management plan lays the foundation for a productive classroom. According
to the IRIS center, a comprehensive classroom management plan is composed of five core
components. The first component to the plan is the statement of purpose. This is typically a
simple statement that explains the importance of having the plan in your classroom. The second
component is a list of rules. These statements lay out the way a teacher expects a child to behave
in the classroom. The third section is a group of procedures. These announce how a child should
complete daily tasks in the classroom, such as asking to use the restroom, or turning in an excuse
note. The next element of the plan is the consequences section. These are the actions a teacher
should take in response to negative behavior. The final component is the action plan, which is a
method that supports the plans implementation (Miller, 2015). In order to maintain a successful
and productive classroom, the above five components must be executed correctly in the
classroom management plan developed by the teacher. Including such components is beneficial
to the well-being and academic success of the student as well.

Classroom Rules
1.

Work quietly and do not disturb others

a.
2.

Raise your hand before you speak


a.

3.

This rule challenges the students to pay close attention to what is asked of them; it
also prevents the teacher from repeating herself

Listen when others are speaking


a.

5.

This rule prevents students from talking out during instruction

Follow directions the first time


a.

4.

This rule maintains the volume of the classroom and manages peer disruptions.

This rule prevents talking while someone else is talking; it teaches students to
show respect to others

Show respect for school and personal property


a.

This rule prevents vandalism and misuse of property that belongs to the school,
the teacher, or other students

Consequences and Rewards

The following hierarchy system will be implemented in my classroom. All students will
begin their day on Ready to Learn. Too often, I have come to notice clip systems used for
classroom management only have negative consequences. Chances are, you will have at least
one student who is what we in education would label a good kid. I wanted children to have a
chance to be commended for outstanding behavior instead of being recognized publically only
for unwanted behavior. I have seen this system in use at the elementary school at which I work. It
is used school wide and has found favor with parents, teachers, and students.
SUPER STUDENT
The super student section is for phenomenal behavior. The student who reaches
this level has exhibited behavior above and beyond as deemed by the teacher. An
example of such behavior is helping another student who was absent without
being asked. The consequence for this behavior is a positive phone call home and
a jewel added to their clip. After five jewels, that clip goes into the Hall of Fame
and the student receives a small prize bag (pencil, sticker, eraser, bookmark, and a
certificate) and starts a new clip.
GREAT JOB
Students can move to great job by continuing good behavior. An example of such
behavior is reading quietly after an assignment or picking up trash around their
desk. The consequence for this behavior is a trip to the prize pail. The prize pail
includes stickers, erasers, and small novelty items.
GOOD CHOICES

Students can move up to the good choices section for showing they are making
correct decisions with their behavior. An example of such behavior is holding the
door for someone. The consequence for this behavior is verbal praise.
READY TO LEARN
Each day, ready to learn is the starting point for all students. As the day continues,
clips can be moved up, down, or stay the same based on student behavior. To stay
on ready to learn, the student must obey all class rules. The consequence for
staying on ready to learn is a high five at the end of the day.
THINK ABOUT IT
A student will be moved to this section for breaking one of the class rules. An
example of such behavior is talking out without raising your hand. The
consequence for this behavior is a verbal warning.
TEACHERS CHOICE
A student will be moved to teachers choice if they continue to break the class
rules after a verbal warning. An example is to continue to talk out after moving
your clip to the think about it section. The consequence for this behavior is the
loss of something. This could mean losing time at recess or not having time to
play in centers, whichever the teacher feels is necessary.

PARENT CONTACT

When the student moves to parent contact, the parent or guardian of the child will
be called. A student can reach this behavior by continuing to break class rules or
immediately move to this section for a more serious offense (fighting, etc.). The
consequence is a phone call, but may also result in an office visit depending on
school handbook policy.

Administration of Plan

According to the IRIS Center, a classroom management plan should be carried out by
following four avenues. The teacher should develop a toolkit, share the plan with others
including administration, parents, and colleagues, teach the plan to students, and review the plan
periodically (IRIS, 2012). I would begin developing my toolkit prior to the start of school (IRIS,
2012). The toolkit will include all necessary items to display the plan in the classroom. Also, I
would have my plan approved by my principal and reviewed by my co-teachers. During open
house or on the first day of school, I would share the plan with parents and guardians and request
their signature on a copy of the plan (IRIS, 2012). It is important to have documentation of their
consent should disagreements arise. I would then teach all components of the plan to my students
and ask for their signature on the plan as well. In order to reinforce the expectations of the plan, I
would conduct daily reviews with the students throughout the first nine weeks of the school year.
I plan on making the idea of gaining positive clips a treat for the students and reference the
plan should disruptions arise. By doing so, I feel I can effectively deliver the plan to my students.
Finally, I would revisit the plan quarterly or as needed to ensure the plan was effectively working
and serving my students accordingly. By following such recommendations, my classroom
management plan can be carried out successfully.

TOOLKIT
WHAT

HOW

WHEN

Develop rules and


behavior plan

Post rules and behavior


plan

Create a handout of rules


and behavior chart
information

Obtain referral form and


list of parent phone
numbers

Make a list of
classroom rules
Make a behavior
chart system
Choose
consequences and
rewards for
behavior
Make posters of
each rule
Make behavior
chart poster
Make clips for
students
Obtain prizes and
other items
needed for
behavior chart
Include rules
Include behavior
colors
Include
consequences and
rewards
Stop by office and
pick up referral
forms and ask for
phone numbers

Prior to the
start of school

Prior to the
start of school

Prior to the
start of school

Prior to the
start of school

REVIEW THE PLAN


WHAT

HOW

WHEN

Share the plan with coteachers and principal

Share with parents and

gain consent

Meet with the


principal
Share the plan
with co-teachers
Place copy in desk
and sub-tub
Send information
home at open
house
Review plan if
questions arise
Ask parents to sign
plan acknowledging
the implementation

Prior to the
start of school
Throughout the year
if needed
First Day
Open House
Every New Student

TEACH THE PLAN


WHAT
Teach the plan and all

components (procedures,
rules, consequences,
rewards) to the students

HOW
Set aside time
during first week
to go over all parts
of the plan
Allow students to
participate in
discussion or other
activities
regarding the plan
Student signature
to plan

REVISIT THE PLAN

WHEN
First Week of School
(extensive review)
Next 8 Weeks of School
(detailed reviews)

WHAT
Schedule review

Review what is

problematic or not
working

HOW
Briefly re-teach
the plan to
students
Decide component
that needs more
attention or
revision

WHEN
Start of Every 9 Weeks

As Needed
Throughout the Year