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Anabele Farrar

Grade Level: Kindergarten

EDU 532 & EDU 533

Classroom Management Plan

“If you do not have a plan, you are planning to fail” (Wong, p. 144).

Statement of Purpose: In this classroom we are respectful, kind and we do the

best we can! We believe that everyone deserves an education; therefore, we do not
disrupt the learning of others or ourselves. We know that we cannot control others,
but we absolutely can, and should, advocate for ourselves.

Rules :.

1- Be safe
2- Be organized
3- Be accountable
4- Be respectful

 I will inform students of the rules by role playing what it would look like to
be safe, organized, accountable and respectful and what it would look like to
not be these things. I will ask relevant questions according to each scenario
such as “and is that nice?” “would you like it if someone did that to you?”

Bathroom Procedure:
 Walk in the hallway to the restroom
 Be quiet while in the restroom
 Wash your hands in the restroom using soap and water
 Walk back to the classroom
Folder Procedure:
 Place folders in green/blue basket (green is AM, blue is PM)
 Do not wave the folder around and scream at me that you have it
 It is not required, but helpful, that students bring folders back
Cleanup Procedure:
 When the designated cleanup song comes on, students should begin to clean
 Students should maintain a normal voice level while cleaning up
 Once the area they were working/ eating is clean students should sit on their
designated spot on the rug
Classroom Management Resources Dr. Sally A. Brown
IRIS Center
Anabele Farrar
Grade Level: Kindergarten

Line-up Procedure
 Teacher will designate two people (boy and girl, to make overall line
shorter) to be the line leaders
 From there, they will stand on the designated spot on the rug and other
students can line up behind them
 Students should put on their “wings” and “pop a bubble in their mouths” in
order to quietly and discreetly walk down the hallway
Rug Procedures
 Students should go sit on their designated spot on the rug
 Students should sit “criss-cross apple sauce” with their hands in their lap
 Students should not touch or disrupt anyone else on the rug or off
General Procedures:
 Students should keep their hands to themselves at all times
 Students should always listen to the person speaking
 Students should be self-advocating
 I will explain, rehearse, and reinforce procedures everyday, practice and
MODELING everything that students are expected to do. This means that
if a student is required to sit on the rug a certain way I will show them the
way to sit. If students are required to walk down the hallway a certain
way I will walk down the hallway the way that they are required to.


 I will use positive and specific praise when students are doing what they’re
supposed to be doing and being a good example for the rest of the class.
 I will ask students to “re-try” when their actions aren’t up to par (i.e. running
back from recess/bathroom/specials, talking while in line, interrupting)
 I will award students with activities that they find intriguing- rather than
awarding students with prizes- when students behavior is exceptional.
 I will steer clear of negative consequences unless a student is being harmed,
at that point I will handle the situation based on the actions taking place.

An Action Plan: A method to support the implementation of a comprehensive

behavior management plan. (Think about how you will implement all of the
components above. Where are rules posted? How will you consistently use the
plan? How will you handle severe infractions that put the safety of others at risk?)

 Rules will be posted at the front of the classroom

Classroom Management Resources Dr. Sally A. Brown

IRIS Center
Anabele Farrar
Grade Level: Kindergarten

o Rules will also be reminded/ enforced frequently

 Students will be reminded explicitly how their actions were breaking the
o I will talk to students non-confrontationally- this means: no yelling,
and giving students time to react to what I am asking them to do and
what they are doing
o I believe that this works best- for me and my students- because if I am
not reacting negatively, students are less likely to react negatively.
 I will not hesitate to have contact with parents (or attempt to) about a child’s
behavior- not only to inform them of the situation, but to try coming up with
a solution with them that can be enforced at school and at home (for the sake
of consistency).
 For severe infractions:
o If a student is harming another student I will remove the students from
each other, speak to each student individually after getting another
teacher or a front desk person to cover the rest of my class
o If there is extreme violence taking place I would send the “help card”
with a student to the front office, and begin evacuating the room
o Most importantly, reduce the severity of the situation at the time (i.e.
take away what is causing the situation to be so bad)
o I will handle student conflict situations as I see fit, especially because
no two situations are alike.

Classroom Management Resources Dr. Sally A. Brown

IRIS Center