Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Lyssa Heath
Regent University
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Philosophy of Classroom Management

Classroom management is a critical part of every classroom and can dictate whether

students are excelling in or ignoring the learning that is happening around them. A teacher needs

to be aware about her own beliefs about her students’ role and her role in order to effectively use

procedures and rules to positively influence her students. My classroom philosophy focuses on

my role and well as my students’ role in the classroom.

As a teacher, I am committed to making my classroom a physically and emotionally safe

place while guiding my students to learn both academically and socially. Having a safe and

comfortable classroom is paramount in order for my students to feel accepted and willing to

participate. Similar to Maslow’s hierarchy of needs, if my students feel threaten by peers or by

myself, they are likely to not be interested in higher levels of learning and hindered by the threats

(McLeod, 2018). Encouraging my students to show kindness and being willing myself to help

resolve a situation will let my students know that they are safe and accepted in my room.

Creating a physically safe environment is also important considering the many tragedies

that have occurred in schools. As a teacher, I will ensure my students safety by following

guidelines set forth by school and by also knowing and trying to understand my students. I will

also be aware of the warning signs for at risk students and advise them to seek help when

necessary.

Learning proper social interactions is another important part of my classroom. Since I

plan on teaching lower elementary grades, my students will likely still need to learn how to

problem solve with peers and how to relate to friends and teachers. I do believe and have seen

children learn to regulate their own behavior even at a very young age. Although it may seem to

take longer, I plan to teach these skills mainly by modeling in situations as they arise and by
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verbally talking them through the steps, they need to take to resolve the situation. I will also

periodically include direct lessons that focus on being a good friend and other positive qualities

using books, and hands-on lessons.

Understanding and relating to my students is really the core of my philosophy of

classroom management. Once my students know that I genuinely care about them, I believe that

they will respond positively to me and the lessons that they need to learn. Making sure they are

in a physically and emotionally safe environment will give them the opportunity to be a part of

our classroom community and learn effectively both academically and socially.

Assumptions of the Nature of Young Students and Learning

To effectively teach my students academic concepts, I will use lots of hands-on lessons

and materials that will enable them to have concrete experiences with sometimes abstract

concepts. I do believe that children learn best through experience and relatable experience is

what excites and motivates them to learn. Having manipulatives allows tactile learners to connect

with the topic as well as gross motor activities for kinetic learners. Visual and audible learners

will also have their needs met with my lessons that may focus more on writing and oral

instruction. For my students, I seek to find the balance between both hands-on learning and more

structured learning environment that will prepare my students for the rest of their schooling

career. My students will be able to learn and enjoy their experience while in my classroom. I also

see the influence that children have over one another. McLeod (2018) states, “Vygotsky's

theories stress the fundamental role of social interaction in the development of cognition, as he

believed strongly that community plays a central role in the process of "making meaning” (Lev

Vygotsky). Involving my students in peer building and teamwork lessons and situations will

encourage them to participate more and more easily grasp the concepts being taught.
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Theorist Comparison

For elementary students, I believe that Alfred Adler’s theory of social recognition is very

applicable. Our text states that Adler believed that, “People are social beings who have a need to

belong…, behavior is goal directed…, and that people can choose how they behave” (Levin &

Nolan, 2014, p. 65). Most children seek to be included by their peers and wish to gain approval

of adults that they trust and know. This desire often stays with students as they progress through

higher levels of learning. Being mindful of this, will help me avoid creating situations that

alienate a student, while at the same time involve everyone in the learning process. Also, whether

consciously or not, most behavior has a goal that the student wishes to achieve. Studying for a

test normally rewards the student with a good grade while acting out in class could gain a

teacher’s attention that is normally directed elsewhere. As a teacher, I will be mindful of this

concept and strive to understand the goal and reasoning behind a student’s behavior as I address

it. While learning to control their own behavior may be a new concept for many students, I will

seek to emphasize to students that they learned this concept or met this goal because of the work

that they put in. I will also be there to gently remind students when they experience the negative

consequences of their behavior and talk them through more positive ways to address future

situations.

Expectations

I expect my students to be respectful to one another as well as to themselves and their

teachers. This includes being kind to each other, following classroom rules and procedures and

trying their best on their work. I will also show them respect by speaking kindly to them and

respecting them as an individual person. In my classroom, I expect my students to feel safe and

believe that they are a valuable part of my room. I desire that they are able to leave their worries
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at the door and be excited about coming to school. Though I know that they will bring prior

knowledge and experiences with them, I will strive to show them a positive school experience

and set them up for future successes.

Classroom Rules and Policies

1. Be respectful of yourself, others and our classroom!

2. Be safe with our bodies and with our belongings.
3. Work hard and try our best on everything we do!
4. Have fun at school!
5. Be honest with ourselves and others

Arrival: Going to Lunch:

Put your folder in the folder basket. Line up at the door behind the person on the
Hang your backpack and coat up. green dot.
Take your container and get your breakfast Grab your lunch box if you brought lunch.
Eat at your desk and wait for the morning Respect other students in classes by being
meeting. quiet in the halls.
Sit at the table with your lunch or get in line
Station Time: to buy lunch.
When it is time for stations, look at the
station chart. Leaving Lunch
Find your name. When asked please walk your trash over to
Look at the picture beside it to know what the trash can.
station to go to. Be respect of the lunch workers and try not
Go to your station and try your best! to spill anything as you throw your trash
When asked to change stations, please clean away.
up your station. Using walking feet, go line up at the door to
Look at the station chart to find your next leave the cafeteria.
station. Each student will use these signs to signal
Go to your next station that they need something:
If you need to use the bathroom, make the
Morning Meeting: sign for the letter T and pretend you are
Find one square to sit on. knocking on a door.
Make sure your hands are not distracting a If you need help at your desk, raise your
friend. hand.
If you want to say something raise your
hand. Independent Reading:
Show respect to your friend and teacher by When it is time for independent reading, you
not talking when they are. may choose any book and a stuffed friend to
read with.
Find a spot to read either in the cozy area or
at your desk.
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Practice reading the pictures if you can’t

read the words.
Be respectful of your friends who are
reading by not talking.
If you are not respecting your friends and
talking, you may lose your stuffed friend.
You can get another book after you finish
the first one.
When independent reading is over, make
sure you return your book and your stuffed
friends to their homes.
Going outside:
Find and put on your coat when asked to.
Make sure it is zipped. If you can’t zip it
yourself, ask a friend.
Line up at the door behind the green dot to
show me you are ready to go outside!
Dot system:
In your folder you will have a calendar
where you will have a dot sticker placed
everyday.
If you have a really rough day and aren’t
listening several times, your sticker will be
removed and there will be a note about why
your sticker is gone.
You can earn your sticker back by deciding
to follow directions and by being respectful
to your friends and teacher.
If you are being an awesome friend or
student, I will also write a note explaining
your awesome day!

Instructional and Assessment Strategies that Promote Your Management Goals

My lessons will be based on VA SOL standards so that students are able to meet these

standards during assessments. These lessons will involve many hands-on techniques that allow

students to learn verbally, visually, and kinetically. Lessons will begin with a concept that is

already familiar to students and then will expand into a new topic. In this way, students can

relate their new learning with a past experience, and it allows them to recall it more easily in the

future. Much of the material will also be integrated with other topics so that students are exposed

to a concept multiple times throughout the day.

To prevent students from acting out, I will continually verbally praise students who are

following the classroom rules and working hard. By recognizing students who are acting
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appropriately, I hope to use peer influence to encourage other students to follow suite. I will also

take note of students who seem “off” or are acting unusual. By addressing this student at the

beginning of the day, I will plan to learn if something is bothering them that I can fix or if there

is a detail that I can change to help them have a better day. Seating arrangement is also a key

issue that I will be sure to focus on. Students who have trouble working efficiently next to each

other will be moved farther apart to improve each’s learning.

To make sure that my assessments are accurate, I will make notes about a child’s

accomplishments and assess them in many different manners. Since no two students learn in

exactly the same way, I, as a teacher, should be open to finding many assessment methods to fit

their learning personality.

To promote acceptance of cultures, I will be sure to include books in the classroom that

are written from different cultural perspectives and include them in daily lessons and activities.

Using daily classroom materials (like manipulatives) from other cultures will also allow students

to become familiar with things that they may not have experience before as well as make their

learning interesting and unique. I believe it is also important to feature texts that show children

with different abilities and specialties. In this way, students are able to ask questions and share

their thoughts without hurting anyone’s feelings or ostracizing anyone. In summary, I plan on

making different styles and cultures an everyday part of the classroom.

Motivation

Based on my experiences with my current students (4 year old’s), I would say that

receiving praise from a teacher or parent is a large motivator for this age group. A student who

works very diligently on an assignment and then shows it to me, is very proud of their
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accomplishment. When I complement them on it, they become that much more excited and eager

about their learning. Throughout the year, I plan on switching the students’ motivation towards

themselves and help them see the intrinsic value of doing their best. This would be considered a

long-term motivator, while short term motivators are techniques like privileges, toys, and candy.

Obviously praise from other people is not the best motivator for a student to follow for their

entire life, but it is a good place to start. Other students, on the other hand, may be motivated by

more intrinsic gains, like becoming better in a skill or improving their grades. These motivations

can be over a long or short term depending on the end reward. Students who have not seen these

values modeled at home or around them, however, may still continue to search for peer or

teacher approval or more extrinsic rewards.

I plan to motivate my students by verbally encouraging them and taking time to try to

work with them individually when I am able. Making sure to acknowledge each student when

they approach me and focus on them, if only for a few minutes, will communicate the idea that I

value them, and they can learn the material and succeed. I also plan to use a dot system in class

where students can keep, lose, or earn back their dot in their parent communication folder. In this

way students are held accountable for their choices and I can communicate with parents. I also

like the social media programs that schools, and parents use. Students would certainly be

motivated if they knew that they could send a picture of their work to their parents and could

receive feedback from them. Finally, I would make sure to always speak positively to my

students and encourage them when they are struggling. I want them to feel like I am in their

corner ready to help them if they need me.

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Vision

In my vision for my future classroom, I see my students working together as a team and

showing kindness to each other. In the mornings, my students would come in as I greet them at

the door and get ready to start their day. They would have a set routine that they know well and

be eager to learn the concepts for that day. I would envision my class using centers to maximize

learning and working both with a teacher and independently. After many days of practice, my

students will be able to walk down the halls correctly and will be a group that the art, music, and

P.E. teachers will be happy to see. I envision myself being a nurturing teacher that helps my

students adapt to their first days of school as well as someone who regularly challenges them to

grow and succeed. I envision my students being responsible for themselves and being able to

treat their friends with respect as they work together to problem solve in class. While I know that

this will not completely happen in my first, second, or third year of teaching, I feel like I have a

challenging, yet attainable goal that I can strive for in my teaching career.
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References

Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-

making model. Upper Saddle River, NJ: Pearson Education.

McLeod, S. A. (2018, Aug 05). Lev Vygotsky. Retrieved December 5, 2018 from

https://www.simplypsychology.org/vygotsky.html

McLeod, S. A. (2018, May 21). Maslow's hierarchy of needs. Retrieved December 5, 2018, from

https://www.simplypsychology.org/maslow.html