Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan: Starting Out the Year Right!

Jessica Clark

Liberty University
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Classroom Management Plan: Starting Out the Year Right!

Classroom Motto

“Whatever you do, work at it with all your heart, as working for the LORD, not for

human masters” (Colossians 3:23, New International Version Bible). In our classroom, we work

hard, dream big, listen well, and love others with Christ-like love.

Philosophy

Jeffryes, C. (2013), reminds us that, “Everything a teacher does has implications for

classroom management, including creating the setting, decorating the room, arranging the chairs,

speaking to children and handling their responses, putting routines in place (and then executing,

modifying, and reinstituting them), developing rules, and communicating those rules to the

students. These are all aspects of classroom management”. The classroom environment should

(in my opinion) demonstrate three main things, which are—

Consistency – The classroom expectations and regulations should be communicated early

on in the school year and consistently enforced and followed throughout the entirety of the year.

Safety – The classroom must be a place that students can develop a sense of “safe-learning”.

Students should feel that they can ask questions and make mistakes without fearing failure and

judgment while in their classrooms. Belonging – Students should feel a sense of belonging while

in their classrooms regardless of diversity-related barriers (such as disabilities or cultural

differences).

In addition to focusing on these three areas, I would use proactive techniques such as

creating relevant, stimulating, and engaging lessons to draw in the interest of my students and

minimizing off-task behaviors. Further, in order to reach students with differing needs, I would
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utilize differentiated learning methods. According to Burden, P. (2017), emphasis must be put on

using a variety of instructional methods in order to reach an array of student learning needs.

Moreover, as educators we need to remember that, “several factors and conditions influence

classroom management: the self-understanding of teachers and their mindfulness, the

multicultural classroom, behaviour management, lack of knowledge on classroom management,

knowledge of physical and social context, rules, relations and commitment, person-centred

versus teacher-centered classroom management, an ecological perspective on classroom

management and classroom management in connection with motivation and learning”

(Postholm, 2013).

Classroom Diversity

My classroom is located in the cheery seventh-grade wing of Tri-County Middle School,

located in Howard City, MI. Although the number of students I teach varies based on the subject

in which I’m instructing, the average number of students per period is around 20. The diversity

in my classroom is vast. Within each group of students that venture through my room each

period, I see a proportionate number of Hispanic, African American, and Caucasian children.

There are a small handful of learning-disabled students and children with physical disabilities as

well. Many of the students I serve come from single-parent homes and considered to be

impoverished. Further, about half of my students come from homes in which the parent has little

or no educational training beyond a high school diploma, and thus, their studies are not made to

be a priority outside of the school setting.

Learning Environment

As written by Burden, P. (2017), “Students have various learning styles, and they may

learn best with their preferred learning style.” To reach the many types of learning styles, it is
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essential to use differentiated learning instruction methods. According to experts, some of the

recommended methods that appealed most to students of multiple intelligences were free-time

activities, tiered assignments, and authentic assessments (Danzi, J., Reul, K., & Smith, R., 2008).

Room Arrangement

Classroom arrangement, in a sense, can provide a feeling of belonging as well as

motivation. It is our job as teachers to not only decorate the room in a manner that reflects our

enthusiasm for student learning but also sets the platform for our students to succeed in their

learning environment. As demonstrated in the illustration (below) I have made it clear that on-

task learning is at the center of our room. I have also made a point to highlight the importance of

providing a welcoming, cozy, functional classroom for my students by providing spaces for them

to both relax and study.

Shelves

Chairs

Chairs
Window

Projector
Desks

Board
Window

Door to Classroom

Teacher
Tech
Desk
Center
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Student Motivation

As written by Spinath, B., & Steinmayr, R. (2012), “Learning is work of the head and

work of the heart. A climate of fear can handicap all of the goals of higher learning”. This is the

primary reason for harnessing a motivational learning climate. To further demonstrate and

(where appropriate) incentivize student motivation, one might consider using intrinsic and

extrinsic rewards.

Additionally, some students require more comprehensive motivational tactics than others.

According to Burden, P. (2017), “Challenging students need to receive additional positive

support beyond what is given to all students,” thus it is important to offer tangible and non-

tangible rewards to our students. Some of the tangible rewards I use are stickers, candy, and

small toy items. I currently utilize a “prize box” system in my classroom that children are

allowed to choose from after they’ve demonstrated a positive behavior characteristic.

Classroom Procedures

Classroom procedures and schedules are essential to the well-managed classroom.

Further, as written by Burden, P. (2017), “To establish order, you must teach, demonstrate,

establish, and enforce classroom procedures and routines at the start of the year. Successful

classroom managers hover over activities at the beginning of the year and usher them along until

students have learned the work system”.

Beginning on the first day of the school year, it is best to go over all of the classroom

procedures. Some of the classroom procedures hats I find very helpful when working with

seventh-graders are as follows:

1) When it is time to focus on the teacher, I will do the following:

a) Stand in front of the classroom.
b) Turn out the lights.
c) Wait for everyone to be quiet.
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d) Begin speaking.
2) When entering the classroom, students are expected to enter in a calm and quiet manner.
3) If you need to have a pencil sharpened, hold it up in the air to signal the teacher.
4) Raise your hand before speaking
5) Upon each morning, hand in your homework to the “turn-in bin” and review the posted daily
objectives.
Classroom Rules

Not only are classroom procedures integral to classroom management, but when used in

synergy with a solid set of classroom rules, one will find that the daily operation of the classroom

runs much smoother. Some of the class rules that I find to be most important to establish within

the classroom are:

1) Be on time to class

2) Be prepared

3) Be encouraging toward others

4) Be productive and use good time management

5) Be considerate of those around you

To effectively teach these rules, I will first go over the rules clearly with my students on

the first day. I will then send home a letter that has the rules enclosed for the parents and

students to review together and return signed to me. To follow up and encourage these rules,

I will use repetition by reviewing the rules with the class each morning and also posting the

rules around the classroom for the students to see and review independently.

Consequences

Students that are found to be demonstrating repetitive disruptive behavior, after other

intervention methods have been tried and shown to be ineffective, will be required to complete a

student behavior contract. The use of reward systems such as a treasure box, class store, and

currency system, clip-up charts, and class privileges, are great for encouraging on-task behavior
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among students. However, in some instances, these reward systems are not effective in the

manner in which we would hope, and the use of behavioral intervention is necessary (i.e.

behavior contract and parent involvement).

Student Behavior Contract

Good behavior, a cooperative attitude and work ethic to learn are expected of the student

wishing to participate in the courses. This contract is intended to make the expectations I have

for students clear to all.

As a student participating in the course, I agree to:

Refrain from disruptive behavior that would interfere with teaching and learning in the
classroom, such as
• using inappropriate language or gestures
• throwing things inside the classroom
• leaving and entering without the teacher’s permission
• participating in cheating and plagiarism
• creating distracting noises
• misusing electronic equipment in the classroom
• hitting another student
• having to be asked more than once to stop a behavior

Failure to abide by these rules will lead to removal from the classroom.

How can the instructor help you keep on task and abide by the classroom rules?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______

Teacher’s signature:
___________________________________________________________

Student’s signature:
___________________________________________________________
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The student will take this copy home to parents. The teacher will email a copy to the parent as
well.

Record Keeping

Good record-keeping is one of the most important things that we are to master as

teachers. Further, it is paramount to maintain all types of record-keeping systems in our

classrooms, including attendance records, assignments records, and assessment records. Also, I

appreciate using the numerical grading system with my students. I use a four-point scale and

depending on the student's achievement level (criteria laid out in rubric form) they can earn 0-4

points. Students are awarded a zero for neglecting to submit the assignment entirely, one point

for minimally completing requirements, two to three points for moderately completing the

requirements, and four points for successfully completing the assignment requirements.

Parent Communication

“My dear brothers and sisters, take note of this: Everyone should be quick to listen, slow

to speak and slow to become angry” (James 1:9, New International Version Bible). As teachers, it

is so vital to develop a strong, understanding, and caring system of communication not only with

our students but also, with their parents. Three of the top ways to reach parents are the use of

email, text/call, and notes home. Each of these methods has benefits to them. For instance,

emailing parents seems to be a sure-fire way to get valuable information into the hands of our
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student's caregivers. Calling/texting also serves to be effective, however, it can be hard to

communicate major amounts of information through this avenue of communication. Lastly,

sending notes home to parents is an effective method of communicating to our parents the critical

information at hand. However, this means of communication has a high risk of being “lost” while

in route.
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References

Danzi, J., Reul, K., & Smith, R. (2008). Improving Student Motivation in Mixed-Ability

Classrooms Using Differentiated Instruction. Retrieved 5 5, 2019, from

https://eric.ed.gov/?id=ed500838

Postholm, M. B. (2013). Classroom Management: What Does Research Tell Us?. European

Educational Research Journal, 12(3), 389-402. Retrieved 5 5, 2019, from

https://journals.sagepub.com/doi/10.2304/eerj.2013.12.3.389

Burden, P. Classroom Management: Creating a Successful K-12 Learning Community. [Liberty

University Online Bookshelf]. Retrieved from

https://libertyonline.vitalsource.com/#/books/9781119349310/

Spinath, B., & Steinmayr, R. (2012). The Roles of competence, beliefs and goal orientations for

change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135-1148.

http://dx.doi.org/10.1037/a0028115

Jeffryes, C. (2013). What makes an effective teacher? Retrieved from

http://www.educationspace360.com/index.php/what-makes -an-effective-teacher-14-

26103/