Classroom Management Plan

PREAMBLE

The purpose of having a Classroom Management Plan is to provide a foundation for the
classroom. This foundation sets students up for success through clear expectations, procedures,
and a sense of direction. The teacher is clear about student behavior and learning outcomes so
that students know what behavior to engage in to be successful in the classroom. There are also
set procedures for when students do not engage in desired behavior. This ensures that students
feel secure in knowing what to expect and to ensure that consequences are fair throughout the
classroom. Not only is a classroom management plan important in creating a foundation and
sense of security for students, but it also helps to build a sense of community between students.
Students build relationships with one another in meaningful ways, using skills taught in the
classroom.
A classroom management plan is especially important when working with the Utah
Common Core Standards. Clear expectations are important in ensuring that students know their
learning goals and how to meet the standards being taught. Engaging students in goal setting
helps them to take ownership over their own learning in order to achieve the standards being
taught. This classroom management plan serves to outline the expectations and procedures
taught in the classroom that help to build a positive learning environment where students feel
they can grow and achieve high standards.

PREVENTATIVE TECHNIQUES

Classroom Rules and Expectations:

In the classroom, we follow the schoolwide rules of:

BE RESPECTFUL – BE RESPONSIBLE – BE SAFE

The school rules are enforced and rewarded both in the classroom and schoolwide.
Students can earn “Crew Tickets” or “Dolphin Dollars” when they are caught following the
school rules. They also can be rewarded when they are caught following “Crew” values such as
active listening, communication, integrity, teamwork, and other values that embody the idea
that we are all a crew working together and not just passengers.
In addition to the schoolwide rules, there are also classroom values that students are
expected to work toward throughout the schoolyear. They are the following:
 The goal of these classroom values is to have students take responsibility of their own
learning, overcome challenges, and work to create a positive learning environment for
themselves and for their classmates. Each morning the students start with the chant:

Teacher: Hey Class! Who are we?

Students: “We are explorers of the world!”

Teacher: And what does that mean?

Students: “We are respectful, resilient, curious, and ready to learn!”

School rules and classroom values are taught during the first week of school. The first
day of school serves as an introduction day of talking about and modeling what it means to be
safe, responsible, and respectful. For the following four days of the first week each of the
classroom values are highlighted each day where the students are able to communicate and
show what each value “looks like” and “sounds like.” During these days procedures are also
taught in context. (See PROCEDURES below.) Additionally, students have classroom jobs
throughout the year that change weekly to help build the idea that everyone is responsible for
our classroom. Each job and a short description is listed below:

Class Jobs
Waste Management: Students with this job Supplies Coordinator: Students with this job
will be in charge of taking the garbage out into will make sure that all supplies are accounted
the hall after breakfast. At this time, the for. This means that before lunch and at the
garbage will be in a garbage bag. The bag end of the day this student will look through
needs to be tied and placed right outside of the the community supply bins and make sure
door. Students with this job are also in charge everything is put away correctly. They will
of emptying all of the garbage cans and also pick up any supplies they see in their
recycling bins in our classroom. These can be incorrect spot. Students will also notify the
emptied in the hallway across from the teacher if the class needs more of a certain
bathroom. supply.

Horticultural Technician: Students with this Technology Specialist: This student is in

job are in charge of taking care of the plants in charge of making sure all of the Chromebooks
our classroom. Students will water the plants are put away correctly at the end of the day.
on Fridays with the container that says how This means that the Chromebooks are plugged
much water to poor. Students with this job in, in their correct spot, and the cart is plugged
should check the soil to see if it is moist, wet, in properly.
or dry. If the soil is dry or moist then they
water the plant on Friday. If the plant is wet on
Friday then do not water the plant. Students
with this job are also in charge of dusting the
plant and inspecting it for mites or bugs.

Cubby Cleaner: The cubby cleaner is in charge
of inspecting the cubby area at the beginning
and end of day for trash. Additionally, if
someone’s cubby is overflowing they will
kindly ask them to put their belongings inside
of their cubby.
Line Leader: This student will be at the front
of the line during all times they have this job.
This student is in charge of setting the example
for how their peers should be behaving in line.
Caboose: This student is at the end of the line
during all times they have this job. This
student is in charge of turning off the lights
and closing the door when we leave the
classroom.
Door Holder: This student is in charge of
holding the doors when we come inside in the
mornings and when we come inside or outside
from recess. This person is in charge of holding
the doors until everyone has entered or exited.
Time Manager: The time manager helps out
when we are working in small groups. When
we are working in small groups the teacher is
often helping students at the back table. To
help, the time manager resets the timer when
it is time to switch groups.
Recess Equipment Manager: This student is
in charge of the equipment list before and after
recess. This person makes sure students sign
in and out correctly. This student also checks
to make sure all of the equipment is put away
properly.
Hand Sanitizer: This student is in charge of
giving each classmate a small drop of hand
sanitizer before lunch. When we are in the line
this student walks from the front of the line to
the back of the line giving each student a drop
of hand sanitizer. Once they are done they put
the hand sanitizer away and go back to their
place in line.
Paper Manager: The paper manager is in
charge of passing out and collecting papers.
This helper will help the teacher when they
ask for help with papers.
Breakfast Helper: The breakfast helper is in
charge of helping with breakfast in the
morning. This person gets the breakfast basket
from the hallway and brings it to the back
table in the classroom. Once breakfast is done
this person cleans up the breakfast basket and
takes it back outside with the breakfast folder.
Errand Runner: The errand runner is in
charge of running errands for the teacher. This
could include taking papers or messages down
to the office. This student is respectful and
trustworthy when they go into the hallway.
This means they run the errand they are asked
to do while behaving appropriately in the
hallway.
Groundskeeper: Before lunch and at the end
of the day the grounds keeper does a last
check to make sure the ground is clean. This
person can also respectfully and kindly ask
their peers to clean up the area around their
desk at the end of the day.
Lunch Basket: These students take the basket
of lunches and stand at the front of the
line. They then carry the lunches to the lunch
room. Once they drop off the lunches they
return to their spot in line.
 When students are following classroom expectations of following class rules and
completing tasks, students are rewarded with classroom money. This class money can be used
in the class store each Friday. The way students are rewarded varies throughout the schoolyear
to keep students engaged. The class can continually work together to earn class points. For
every five points the class earns, the class gets a rock in the rock jar. Once the jar is filled they
get a mystery party. Students then alternate being rewarded by table or individually. During
some parts of the year students can receive points on their desk in order to earn class money,
and during other times of the year each table is working together to earn points to earn class
money. Students can visibly see the points and the rocks around the classroom and are told
specifically why they are receiving the reinforcement.
There are also consequences for noncompliance to classroom and schoolwide rules and
expectations. The consequences are listed on the poster. The class can receive dots and
consequences as a whole, or students can receive dots individually that stick to a velcroe strip
on their desk. This allows for students to be responsible for their own behavior without having
it posted on the wall for the rest of the class to see. The teacher meeting also allows for more in
depth times to reteach behavior during their time, which would include recess or other types of
free time. Along with reteaching behavior, the student(s) and the teacher set goals for the future
of how the student(s) can work to improve behavior and the responsibility of the teacher to help
them improve this behavior.

Classroom Community:

Several strategies are used in the classroom to build classroom community. One way of
building community is through Number Talks every morning. In Number Talks students are
taught how to speak using respectful speech practices, even when they disagree. Students are
taught conflict resolution skills through discussing differing ideas in a respectful way. This time
also accompanies a morning meeting where we talk about our goals for the day, go through that
day’s schedule, and address any concerns that could be resolved through a class meeting.
Another way of strengthening community is by having students make values handbooks.
For example, students make an Integrity Handbook where each student writes about what it
means to show integrity and makes a small comic illustrating a scenario. Each morning during
morning meaning one page from the handbook is shown. Examples of other handbooks could be
ones about kindness, being safe, being curious, showing respect to the world around them.
Students also work to build a strong community through the classroom tree. Each week
students are assigned another student in the class to write something nice about. Students write
on a leaf why they are happy that person is in our classroom. We
then add the leaf to the tree with the idea that “The mightiest
trees are built from the tiniest seeds.” With each small leaf of
kindness, they can build a whole classroom of kindness.

Engagement:

Engaging students is one of the best ways to prevent

problem behavior. To engage students, multiple interests and
abilities are taken into consideration. In each lesson students are
asked to show their thinking in multiple ways, especially through
accessing multiple language domains. These domains include
speaking, listening, reading, and writing. Additionally, students
are asked to work together as a class, as table groups, in partners,
and individually. Varied formats and multiple ways of expressing
knowledge help the students to remain engaged and feel
successful in representing their thinking.
 Also, multiple tools are used in order to make learning interactive and to help students
to relate to what they are learning. Many of the tools are accessed through the Chromebook and
include Flipgrid, Synth, Digital Stickynotes, Nearpod, and Hyperdocs. Other tools would include
multiple math manipulatives, whiteboards, parts of speech booklets, binder notes, incorporating
classroom content into songs, or anchor charts built together as a class.
In the text, Visible Learning for Mathematics, the authors discuss what it means to be
intentionally inviting when setting learning intentions. Specifically, they say, “Intentionally
inviting consists of teachers who are consistently positive and are sensitive to the needs of
students. They take action and promote a growth mindset. Most of all, they are purposeful and
effectively transmit a sense of instructional urgency.” The idea of being intentionally inviting is
embodied in the classroom by first have teacher clarity. The teacher is clear about expectations
and learning outcomes. Second, the teacher is positive and encouraging so that students feel
they can succeed, but this positivity isn’t without direction. The teacher has direction and is able
to meet the needs of individual students so they can engage with material in a way that is
meaningful and helps them to grow.

SUPPORTIVE TECHNIQUES

Many of the supportive techniques used are teacher behaviors to help support students
in both behavior and academics. These supportive techniques can be summarized as The Big 8
as identified by Granite School District and in the text Class Acts by Forlini, Williams, and
Brinkman. The Big 8 strategies used in class are outlined below:
 Time Limits: Time limits are given every time students begin an activity. A timer is used
on the whiteboard so students can visually see how much time they have to complete a
task.
 Cueing: Class Acts describes cueing by explaining that, “cueing reinforces expectations
and attention prompts—even proximity. In fact, cueing is the cement holding together
many of your other engagement skills.” Cueing is used in the classroom often through
the teacher verbally recognizing when a student meets an expectation.
 Attention Prompts: Attention signals are used each time students’ attention is required
and the expectation is that every student complies with the attention prompt. Examples
of attention prompts used in class are:

Attention Signals
Teacher: Students:
Hands on top! Everybody stop!
Clase Clase Si Si
Listos! (Ready!) Aprender! (To learn!)
To Infinity And Beyond
1234 We want to learn some more
Class, I need your attention please Show attention through quiet hands, quiet
voice, and eyes to speaker

 Proximity: Proximity is used in class by the teacher mindfully positioning themselves

around the room in order to increase engagement and behavior compliance through
nonverbal cues. Not only is this done through physical location, but is also done through
eye contact.
 Signals: Signals are used in class for students to indicate when they are ready, finished,
understand, or need help. Examples include, “I will know you are ready to go home
when you are standing in line looking like a tall, strong tree.” Another example is, “Place
your hand flat on your desk when you are ready to move on to the next problem.”
  Voice: Voice is used in the classroom through changing the characteristics of volume,
pitch, tone, cadence, and diction. One way voice is managed in the classroom is through
the use of a microphone. The microphone allows the teacher to keep a calm and even
volume when addressing the class, even whispering can be heard. This decreases the
tension in the class and allows for direct speech to occur without yelling.
 Tasking: According to Class Acts tasking means, “asking and engaging in order to make
your students work on-task, constructively.” This is done through asking a variety of
types of questions that could include assessment, open, or engagement questions. Each
lesson tries to ask questions that probe different depths of knowledge, as well as peak
students interest in helping them to explore something in their own life in a deeper way.
Signals can also be incorporated into tasking through using signals when questioning.

In addition to the Big 8, other supportive techniques are used to increase engagement and to
help students feel they can succeed in the classroom. This is addressed in the text, Teasing,
Tattling, Defiance, and More… Positive Approaches to 10 Common Classroom Behaviors. In the
text it says, “Children struggle to listen for many of the same reasons adults do- they’re tired,
hungry, or thirsty; they’re bored, distracted, or stress; or they lack the skills.” Students are
supported first by making sure they’re physical needs are met. This is done through many
programs through the school that ensure students have food, clothing, and other basic needs
met. Second, the teacher uses techniques to engage students with their previous learning, as
well as provide a positive learning environment that limits unneeded stress. Lastly, the teacher
teaches listening skills. This is done through the Crew program, as well as providing
opportunities to practice and model listening techniques.

INTERVENTION TECHNIQUES

Intervention techniques are often used through one-on-one conversations with students
and teacher meetings with the whole class where behavior is retaught and goals are made. A
major part of the intervention techniques used is that the student is a part of making the goal
and finding solutions for problem behavior. When creating a contract the student helps to
identify the problem behaviors and the goal behaviors. They also help to decide their reward
and what they need to do get the reward. This is done with some teacher guidance and helps
students to take ownership over their own behavior in the classroom.
Students taking ownership over their own behavior is also seen in class meetings where
we take a problem behavior that is becoming a large problem for the class and come up with a
plan of action. Often this involves watching a video or doing a reading that teaches a
replacement behavior or a way to minimize the problem behavior. Students discuss, using only
positives, the plan of action they will take together to fix the problem.
Consequences are built into place through the class and personal dots described in the
preventative strategies section. Consequences include having to pay class money and having a
meeting with the teacher during personal time. The goal of the consequences isn’t to punish, but
to teach the desired behavior and involve students in coming up with a plan of action.
For more serious offenses, such as extreme disrespect to a teacher or other student,
anything that is unsafe, or anything seen as violent there will be more serious and immediate
consequences. Students can receive a stop and think slip where they must go to another
classroom to work on work until they are asked to come to class. With more serious offenses
students will receive a stop and go slip and be required to go to the office and there will be a
phone call home.
PROCEDURES

Breakfast Procedures
Routines
1. Put away backpack.
2. Get breakfast. Must grab all items. If you do not want an item
you can put it on the share table.
3. Take your breakfast to your assigned seat.
4. You may quietly visit with your neighbors until the
announcements begin. Once announcements begin you must
be silent and respectful to Ms. Jensen.

5. Once announcements are over you immediately clean up

breakfast.

How to use the hall pass. 1. Sign your name on the whiteboard by the cubbies.
2. After you sign your name you can use the hall pass to go to
the bathroom.
3. When you get back erase your name.

How to ask questions or If you have a question during a lesson please raise your hand and I
ask for help. will call on you. If you have a question while working on an
assignment, raise your hand and I will come and help you. If we are
in groups and you have an urgent question, walk over to my table
and quietly wait until I can answer your question. If the question is
not urgent, first read the instructions again then ask two friends. If
your question is still not answered then you can come ask the
teacher.

Homework Each week you will receive a homework log on Monday that you
need to complete and bring back the following Monday. For your
homework, you need to read at least 20 minutes each night and have
a parent sign that you completed your minutes. You will also have 2-
3 questions you need to answer. These questions should show all of
your work and be completed in complete sentences.

How to borrow a book To borrow a book from our classroom library you look for the book
from the classroom you want to read, take the book out of the shelf, and then place your
library. shelf marker in its place. When you are done with your book you put
your book back where your shelf marker was.

What to do when there The teacher will always do their best to inform the students when
is a visitor. there will be a visitor in the classroom. When the visitor enters the
classroom, they may turn and give a thumbs up, but then should get
back on task. The expectation of the teacher is that they will
introduce new guests in the classroom and inform the students when
visitors are coming.
How to use materials Crayons, colored pencils, rulers, markers, scissors, and other
and where they are materials are on the bookshelf. We have community supplies that
located. may be used when appropriate for the task. Supplies will remain
open to use as long as they are put away correctly and not left
 around the classroom.

Recess Procedure
1. Wait for Ms. Jefferies to excuse you and let you know if you
need to clean up or leave your materials at your desk.
2. Line up in number order.
3. If you want to check out recess equipment, find the
equipment manager and sign out an item on the sheet.

When we are at recess remember to choose KIND!

Absent Students When students are absent their work will be collected for them on a
folder by their tablemates. Their tablemates will also insert any
papers, charts, or articles that need to be added to their math journal,
writing journal, science journal, or article folder. When the absent
student returns to school they are responsible for completing the
missing work and attending the small group sessions that will help
them learn the material they missed while they were gone. The
teacher will be responsible for explaining missed work and for
teaching missed material during small group time.

COMMUNICATION WITH PARENTS/GUARDIANS

The most frequent communication with parents is through the Remind App. This
application allows for texting between teacher and parent, without having to use personal
phone numbers. This form of communication is used for quick reminders about field trips,
homework due dates, SEP conferences. It is also used for sending quick messages to parents
about times when their students is caught doing something great in the classroom. This form of
communication has proven to be the most effective out of all the forms of communication with
parents. It also shows a percentage of parents who have received and viewed the message.
In addition to the Remind App, email is another form of communication with parents.
This form of communication is usually used at the parent’s request, or for more formal school
business. My email is available to parents through the parent letter sent home at the beginning
of the year and is given again at each SEP conference.
Parents also receive a weekly note from the teacher at the top of the homework log each
week. The note at the top of the homework log serves to inform parents and students about
what we are learning in class, goals we are working on together as a class, and to send another
reminder about upcoming events.

References

Wilson, Margaret Berry. Teasing, Tattling, Defiance and more: Positive Approaches to
10 Common Classroom Behaviors. Northeast Foundation for Children, Inc. 2013.
ISBN: 978-1-892989-54-3

Forlini, Gary, Ellen Williams, and Annette Brinkman. Class Acts. Lavender Hill Press,
2010. ISBN: 978-0-9796424-2-5

Hattie, J. (2017). Visible learning for mathematics, grades K-12: What works best to
optimize student learning.