Running head: CLASSROOM MANAGEMENT PLAN 1

Ms. Wiatt’s Classroom

Management Plan

Courtney Wiatt

Arizona State University

CLASSROOM MANAGEMENT PLAN 2

Abstract

The following classroom management plan outlines a philosophy of education discussing diverse

learning, student happiness and educator support. This is something that will be implemented

into my own teaching techniques and classroom as a future educator. The philosophy of

discipline draws from Carl Rogers and Alfie Kohn, both believing in warmth and kindness to

promote growth and learning. Rules and procedures are drafted in order to demonstrate key

components of a successful classroom; the classroom is drafted to demonstrate the most

conducive environment for the rules and procedures to be set into action.

Keywords: educational diversity, learning styles, classroom management, prevention,

communication, collaboration
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Ms. Wiatt’s Classroom

Management Plan

Philosophy of Education

Learning is something that should be valued and encouraged; knowledge is something

that promotes personal growth and development. Students gain immense amounts of knowledge

throughout their years as high schoolers, knowledge ranging from technical skills to life skills—

teachers can make all the difference in the amount of growth a student experience. As an

educator, I will motivate students to reach their full potential, inspire them to strive for greatness.

My classroom will be a positive environment and a safe place to learn, to explore, to be curious,

to fail, to succeed. Each child deserves to feel valued and to feel confident in their abilities to be

an important, contributing member of society.

My community of learners may or may not be ready to learn, but they all have the

potential to do so. I recognize that not all students have the same backgrounds, the same home

lives, the same circumstances—all of this affects their ability in the classroom. For this reason, I

will focus on providing consistent and fair feedback, building strong relationships with all of my

students, and praising their strengths while building up their weaknesses. By providing them an

environment where they can feel supported unconditionally, I hope to develop a mutual respect

between my students and me. I will come into class daily prepared to learn from my students, be

flexible, and facilitate growth; I expect my students to want to come into class daily prepared to

be open-minded, willing to learn, and vulnerable. Making my expectations clear from the

beginning and providing structure and organization for assignments and objectives will allow the

community of learners to create and follow clear goals for success. Infusing creativity and

lightheartedness into the classroom is also something I believe is crucial to a functioning learning
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environment. By combining my passion for English with my passion for teaching, I hope to

cultivate lessons that are layered and abstract, that inspire students to be artistic, be creative,

follow their passions, and gain a respect for the English language.

In my opinion, intelligence is not defined by a student’s ability to take a test. Different

people have different styles of obtaining knowledge—as a teacher, I intend to attempt to humor

various different styles of learning each day in my classroom. I will use different techniques,

from group collaboration to lecture and note-taking to individual practice to project-based

learning. I believe that intelligence is shaped by a variety of factors, and by allowing my students

to explore different avenues of education, I will be able to measure their own personal progress,

growth, and learning and provide them with different ways to express the knowledge they have

gained.

The community I teach in will also be a vital aspect in student growth. It is my hope that

parents will help provide support and encouragement to their children and inspire them to learn

every day. To help with this, I will encourage the continued communication between parents,

children, and myself with newsletters and email correspondence. I also intend to involve the

community in student growth by encouraging children to become active members of society, to

volunteer throughout the community. By involving outside forces in education, the team aspect

of learning is emphasized and encouraged.

As a teacher, I hope to build student knowledge, confidence, empathy, and respect for

others with a warm, inspiring classroom environment, with a passion for my content area and for

my students, and with the involvement of parents and the community. I hope every student gains

skills that will carry them through life in my classroom, and I intend to learn and grow with them

every single day.

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Philosophy of Discipline

Discipline should be focused on student success and growth, not on punishment. Any

punishment that can be seen as degrading or detrimental to student mindset or progress will not

be welcome in the classroom. Prevention should be the main focus of discipline—everyone

should be treated with respect and with positive regard. As Carl Rogers would suggest, open

conversation should be encouraged, as to promote growth, maturity, and respect (McLeod,

2014). Any student who is struggling in class or at home should feel welcome enough to

approach the instructor for help before resorting to disruptive activities or poor behavior in class.

A warm and engaging classroom environment will promote this. Collaboration will be

encouraged to keep students on track as well (Kohn, 2016). Discipline will not be something that

is administered TO students—it will be something to work toward, a goal, set in place by both

the instructor and student in order to prevent negative behaviors.

Prevention

As stated previously, prevention holds the leading role in the discipline plan. First,

lessons and content will be engaging and exciting, hands-on and collaborative. The goal will be

to give students little time to stray from good behavior—they should be too busy critically

thinking about the materials and having a good time on task. This is suggested to be the best way

to prevent negative behaviors by Alfie Kohn, who believes that students and instructors should

work together to grow, and the instructor should not be the dictator standing at the front of the

classroom drilling content into student’s minds (Kohn, 2016). Most work will be done in class

and students will receive support and information to complete it. There will also be a multitude

of predetermined rules and procedures followed daily; they will be agreed upon by the entire

class, and they will be familiar with them. It is harder to break a rule that was created by
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classmates—there is an honor and peer code associated with this. In order to keep students on

task, the instructor should always be roving the room, answering questions, and checking in on

work. Students should also be assigned jobs—for example, a student is in charge of collecting

papers, another is in charge of keeping noise levels low—in order to increase responsibility and

ownership in the classroom.

Support

If students need further support in staying disciplined, they will receive a warning that

outlines what is being done, what rule or procedure it violates, and suggestions for improvement.

If the student continues to violate the classroom rules and procedures, the instructor will work to

redirect that student until the end of class. Then, the student will be referred to lunch with the

instructor. First, extenuating circumstances at home and outside of class will be discussed

(student safety and growth are number one priorities). A discipline plan for improvement will be

drafted in order to keep the student on the path to success in the classroom and in life. That

student will be required to meet with the instructor for open and kind and constructive

conversations until the behavioral problem subsides. The main way to support a student is to give

them support and kindness. Students will also have the rules and procedures listed in the

classroom as reinforcement as well.

Redirection

Redirecting students does not need to consist of yelling at them from across the room.

Carl Rogers explains that kindness is the best way to relate to a person, and by putting a student

on the spot in front of others, it often degrades them, and there is no place for that in the

classroom (McLeod, 2014). Instead, the instructor should approach the student and stand in close

proximity to them. If the negative actions progress, the instructor will tap on the student’s desk
CLASSROOM MANAGEMENT PLAN 7

as a reminder. Next, the instructor will quietly invite the student to meet with them after class.

Then, the instructor should provide support for the student. As a whole class, redirection can

come in the form of switching activities when focus and interest is lost, in the form of a whole

class reminder to refer to the rules and procedures, and in the form of a brain break that involves

stretching and breathing along with a reminder of classroom expectations.

Rules and Procedures

Rules

The following rules should be followed in the classroom at all times. They are non-negotiable

and focused on creating a safe and effective learning environment for all students.

Classroom Rule Consequence Explanation

School policies The consequence for breaking any of
that are outlined the rules or policies in the student
in the Student handbook will first be handled by
Handbook must warning, then the consequence will
be abided by. be determined by what is outlined by
administration/the handbook.
It is important that we as a class
abide by the policies made by
administrators at our school. They
are all there for good reasons,
most being centered around
student safety.

Treat all people If negative behavior towards one
with respect and another is exhibited in the classroom,
kindness at all students will be required to meet with
times. the instructor after class finishes to
explain the situation that was
observed. That student will be given a
warning and will discuss ways to
better the behavior in the future. If the
behavior continues, the students
involved will be separated, and will
be required to come into the
classroom during their lunch period to
explain their actions and once again,
give ways to better them. If these are
still not followed and a student is
making any student in the class feel
unsafe, this may result in a further
consequence (see rule no. 3).
Again, this rule and consequence
stems from Alfie Kohn’s vision of
a classroom community. Kohn
believes that students should be
respectful of one another and
responsible for their own actions.
Punishment should be avoided
and traded with solutions (Kohn,
2016). That is why students will
not be published immediately, but
they will be required to work with
the instructor to seek solutions.
The root of the problem will be
reached before jumping to
conclusions and punishment. If
students conference with one
another and explain how the
aggressor’s behavior is offensive,
the aggressor is more likely to
CLASSROOM MANAGEMENT PLAN
Safety of all If any student’s safety is
students must compromised in the classroom, the
never be situation will be mitigated. All
compromised. students involved will be questioned.
Minor actions will result in an after-
school detention. Major actions will
result in a referral to security and/or
administration. The level of threat to
safety is up to the discretion of the
educator.
Every student has Students will be encouraged to refrain
the right to learn. any distractions that could ruin their
own learning, as well as learning for
those around them. If the distractions
are too much, they will be met with a
warning. Any further distractions will
result in a seat change and a
conference after class. If a student
continues to disrupt others or lack
progress, the student will be required
to come into class during their lunch
and repay the time that was wasted
while working with the instructor to
create a solution that works for
everyone.
Procedures
Attendance: The door to the classroom will open at the beginning of the period, and the
instructor will greet students. Students will check the table at the front of the room to
grab any handouts or instructions for the day. All students must be in their designated
8
revert to behavior that is more
acceptable.
Safety in the classroom is of
utmost importance. That is why
warnings will not be given for
behavior that is threatening to
others. The severity of the action
will be determined after the fact,
and that is why all students
involved will stay after class. If
the threat is potentially fatal (for
example, a weapon is presented)
that student wielding the threat
will be removed from the
classroom immediately by
security for the safety of all
students in the classroom.
Every single student has different
learning styles, which is
recognized. The classroom should
be a place that allows each student
to feel comfortable learning.
Some are easily distracted;
therefore, distractions are not
taken lightly. The system in place
is drawn from Alfie Kohn’s ideas
that revolve around building a
community (Kohn, 2016). Instead
of being punished for their
actions, a student will work to
find solutions for their disruptive
behavior, whether that be a seat
change, different content, or a
varied method of learning.
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seat when the second bell of the morning rings. Students will take out any materials and

work to turn in (listed on the board). They will be discussing the opening thoughts on the

board at a reasonable volume with their group members. Attendance will be taken silently

and any work for the day will be collected while the group work takes place. Then,

students will be asked to become silent and there will be a whole group discussion and

overview for the class period.

Absences/Tardies: If a student has an excused absence, the next day, that student will be

expected to consult the classroom calendar. After doing so, the student will go to the

“absent work” bin and obtain the proper handouts. Any work that should have been

turned in will need a blue “absent slip” filled out and stapled to it. It will then be placed

in the appropriate “absent tray” next to the bin for the class period. If a student is tardy

and has a pass, that student should come into the room quietly and place their tardy slip

on the instructor’s desk. They should take out their materials and attempt to join the class

in work. When instruction is complete, the student will be caught up with the rest of the

class. If a student has an unexcused tardy, the same thing will be expected of that student.

After class, they must come speak to me about their tardiness.

Late Work: Late work will be accepted with a five percent penalty for each day that it is

late. This will be true up to two weeks after it is due (then, it will not be accepted). Late

work must have a pink “late” slip attached to it and filled out to be accepted and must be

turned into the “absent work” bin.

Leaving the Room: To go to the bathroom, students must sign-out on the clipboard in

the back of the room. This is for the accountability of each student in the classroom.

There will be a pass hanging next to the sign-out sheet, and if the pass is gone, a student
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may not leave the room. If a student needs to go to the nurse or another classroom, that

student must consult with the instructor first, so that student can obtain a hall pass. A

student must not approach the front to leave the room in the middle of lecture unless there

is an emergency (example: the student is going to vomit or has a bloody nose).

Parent Communication: The instructor will send out weekly reminders to students and

parents through the school website. If a parent needs to be contacted for minor

disciplinary reasons or academic concerns, that parent will be emailed. Parents will

receive a phone call for major disciplinary concerns. The instructor will conference with

parents as well per school policy for either disciplinary or academic action.

Grading: Grades are following the scale determined by the English department at the

school. If students or parents are concerned with grades, they can contact the instructor

work to determine a solution. Grades are not the most important part of the learning

process, they are only a small way of tracking progress.

Materials: Students are expected to come prepared to class with the materials noted on

the class website and the weekly reminders. If a student is not prepared, there is a table of

student materials that is available to them. They are allowed to borrow these, but the

materials must be treated with respect and replaced at the end of the period. If a student

needs to keep any materials, they can always ask permission. There are materials that are

on or behind the teacher’s desk, and those should not be used by students without

permission.

End of Class: Students will be told to “reset the room” a couple minutes before class is

over. Students are expected to continue working until reminded to clean up. This includes

putting away materials, replacing borrowed materials, cleaning up any trash in the room,
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putting chairs back into their original position. Students are expected to sit down in their

seat until the bell rings to signal the end of the period. If the room is not reset properly

students will not be dismissed until it is.

Classroom Layout

Figure 1

A classroom environment should be light, bright, encouraging communication,

supportive, and productive. This classroom exhibits a moderate form of flexible seating. Flexible

seating is the use of non-traditional and fluid forms of student seating arrangements in the

classroom to promote productivity, student choice, and collaboration. Studies have shown that

flexibility in the classroom is more productive and conducive to “student achievement” and

positive “academic outcomes” than “static” classroom designs (Merill 2018). Alfie Kohn also

encourages environments that allow students to collaborate, which is developed in the featured

classroom design (Kohn 2016). Student seating groups one and two are along the sides of the

room. They are for students who would like to be in a straight line. They still have the
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opportunity to do group work and communicate with one another, but they also have the

opportunity to work facing forward in a structured environment. The chairs are not attached to

the table, making it easy for students to move around and face the whiteboard and smartboard.

Student seating section three is in a “U-shape” to make collaboration and Socratic seminars more

effective. It is for students who need to be close to the front to see or focus, and there is

additional lighting (battery powered lamps) on the tables. Student seating section four is the most

non-traditional part of the room. Four students can sit with clipboards on a couch and two

armchairs. They also can sit on the rug and do work on the coffee table. Students can elect to sit

here, but additional seating can be made at tables if there is not enough demand. Students will be

assigned seats based on their learning needs and preferences will be taken into consideration.

Student seating five is a small table in the back meant for those students who feel most

comfortable in the back of the room, but it is in a table to increase likelihood of collaboration

among students. Student seating six is a bar height table and stools. It is in the back for students

who like to alternate between standing and sitting while they work. They can choose to walk the

back of the room without distracting others as well. All of the student seating sections are meant

to be entirely flexible, promote student choice and learning styles, and create a non-static

environment.

Technology in the room is found in the student laptop cart at the front where students can

use laptops and tablets when needed but put them back to charge and reduce distraction when

they are not necessary. This frees up space for bulky, outdated computer tables. A printer can be

placed at the front of back of the room. There is a whiteboard at the front of the room and a

SMART board for instruction and for the students to use during presentations. Presentations are

also heightened by the stage and stool at the front of the room. Students are encouraged to
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improve upon their speaking and presentation skills, so these will be used frequently throughout

English class. Storage for student files and supplies is included in locked filing cabinets and

cubbies behind the instructor desk. Students will only be allowed to come behind the desk if

using the computer to keep student files private. There is a student storage and workstation at the

front left corner of the room. There is easy access to community supplies at the front. There are

bookshelves across the back of the room for both fun books and textbooks students are more than

welcome to use and borrow. The reading corner at the back has additional lighting and allows

students a space to read and relax if there is any downtime in the class. There is flexibility and

choice on where students sit during independent and collaborative work times. This way, they

have a choice of choosing what helps them work best. They can take ownership of their learning

and productivity. By the door is a station that houses absent work bins and daily handouts that

students can use when they walk in the door. The calendar and message board in the back is

something absent students can consult to keep up on work as well as students can consult to keep

goals and stay on track. Finally, a board displaying exciting student work is on the wall for all

students to view and be proud of!

A classroom environment is meant to be flexible, everchanging, and encourage self-

advocacy, collaboration, and growth.

Communication

Communication between instructors and parents and students is of utmost importance.

All three should work together and become a team to ensure student success in the classroom and

in life. As an instructor, it is important to send out frequent updates to parents and students on

student progress. If a student has a behavioral concern, parent and teacher communication is

vital, but students will not be excluded from the narrative. The student and instructor should
CLASSROOM MANAGEMENT PLAN 14

work together to create a management plan, and this will be approved and adjusted through

parental involvement. See Appendix B for a sample letter of concern to a parent.

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References

Floor Planner. (n.d.). Retrieved from https://floorplanner.com

McLeod, S. A. (2014, Feb 05). Carl Rogers. Retrieved from

https://www.simplypsychology.org/carl-rogers.html

Merrill, S. (2018, June 14). Flexible Classrooms: Research Is Scarce, But Promising. Retrieved

from https://www.edutopia.org/article/flexible-classrooms-research-scarce-promising

Kohn, A. (2016). Collaboration. Retrieved from www.alfiekohn.org

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Appendix A
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Appendix B
Example of a Letter of Concern to Parent
April 7, 2019

Dear Mr. and Mrs. Wordsworth,

I am writing this letter to let you know that William has been struggling with turning his work in

on time, if at all. When we do classwork, he often does not complete it and states that he will

“finish it later,” despite prompting. The work that he does turn in is well done and proves he has

a strong grasp of the concepts being taught. He has the potential to do exceedingly well in this

class, and I would love to see him succeed! Our classroom policy states that all work should be

turned in on time, and if not, it requires a late slip and will be evaluated but given a 5 point

penalty per day.

When pulled aside, William stated that he feels overwhelmed with his work, often unsure of

where to begin. Do you have any suggestions for me that might help me understand William’s

concerns or help find a solution for everyone? I am hoping to mitigate his worries by meeting

with him briefly before class on Mondays. He and I can go over a checklist of assignments to

turn in for the week with suggestions for when to complete each one. In that time, I am available

to answer questions or give assistance. Would you be able to go over this checklist with him at

the beginning of the week? I appreciate the support that you give him.
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William is a joy to have in the class and is helpful and kind to all students. Again, I feel he has

strong potential to do well in the class, and I am more than happy to help him take the proper

steps to ensure success. Thank you for your time.

Sincerely,

Ms. Wiatt

cwiatt@asu.edu