Classroom Management Plan

Deanna Fox (TM: Ainslie Thompson & Stuart McKenzie), Fall 2019
Henry Wise Wood High School

OVERVIEW ............................................................................................................................................................. 2
PRE-EMPTIVE STRATEGIES ..................................................................................................................................... 2
INCREASING COMFORT – MINDFULNESS.............................................................................................................................2
INCREASING RELATEDNESS – COMMUNITY BUILDING ............................................................................................................2
INCREASING COOPERATION – TECHNOLOGY BREAKS .............................................................................................................2
SETTING EXPECTATIONS FOR CLASSROOM PARTICIPATION......................................................................................................3
POSITIVE COMMUNICATION WITH PARENTS ........................................................................................................................3
TEST ADMINISTRATION ...................................................................................................................................................3
RESPONDING TO INAPPROPRIATE BEHAVIOUR – WHOLE CLASS ........................................................................... 4
LACK OF PARTICIPATION ..................................................................................................................................................4
INAPPROPRIATE VOLUME ................................................................................................................................................4
RESPONDING TO INAPPROPRIATE BEHAVIOUR – INDIVIDUAL ............................................................................... 5
BULLYING .....................................................................................................................................................................5
VAPING........................................................................................................................................................................5
SPEAKING OUT OF TURN .................................................................................................................................................5
LATENESS .....................................................................................................................................................................5
SKIPPING ......................................................................................................................................................................6
FREQUENTLY LEAVING THE ROOM .....................................................................................................................................6
CHEATING ....................................................................................................................................................................6
COMING UNPREPARED ...................................................................................................................................................6
LACK OF PARTICIPATION ..................................................................................................................................................7
INAPPROPRIATE USE OF TECHNOLOGY................................................................................................................................7
INAPPROPRIATE DRESS ....................................................................................................................................................7
UNSAFE BEHAVIOUR.......................................................................................................................................................7
FLIRTING OR PURSUING AN INAPPROPRIATE RELATIONSHIP WITH THE TEACHER..........................................................................7
OTHER CONSIDERATIONS ...................................................................................................................................... 8
INTEGRATION OF FNMI VALUES .......................................................................................................................................8

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Overview
Students are best supported as learners if they have an environment that is predictable, safe,
and free from distractions. To create this environment, I’ve determined a number of pre-
emptive strategies, so disruptive behaviours are less likely to occur. Some disruptive behaviours
will still arise (either at the whole-class level or the individual level), so I’ve outlined my
standard response to ensure consistency and fairness. I’ve also included a brief discussion on
how my pedagogy will reflect Blackfoot values.

As a new teacher, I expect these strategies to expand and change as I gain more practical
experience and learn from other teachers. Some strategies may be adjusted depending on
school policy or student behavioural plans. This document is merely a starting point. In
practice, behaviours will be handled on a case-by-case basis, through consultation with HWW
LLs, administrators, and other staff.

Pre-Emptive Strategies
Increasing Comfort – Mindfulness
Students will engage in mindfulness activities (such as guided breathing, meditation, or morning
pages) throughout the course. These activities will be used before any quiz or unit test to help
combat test anxiety, and as a strategy to keep “in my back pocket” for when students have high
energy that needs to be calmed to facilitate learning. In general, these techniques will teach
students skills to help with stress management and maintaining mental health. Additionally,
this will bring down the energy in the classroom and encourage students to feel calm and
focused.

Increasing Relatedness – Community Building

Especially at the beginning of the year, students will engage in community building activities
(focusing on remembering names, developing focus, and feeling comfortable with each other).
This will allow students to make social connections outside of their friend groups, increasing a
sense of relatedness, comfort, and trust in the classroom. This will facilitate effective
collaboration and prevent bullying. Seating plans will be used initially, to help establish these
relationships and facilitate name-recall, but this will gradually transition to flexible seating.
Regardless of seating plan, the teacher may influence where students sit on an individual basis
(i.e. assigning a particular student a seat at the front of the class, insisting that two students
don’t sit together because they are disruptive if they do, suggesting that an ELL student sits
next to a diligent student with neat notes, etc).

Increasing Cooperation – Technology Breaks

Students will occasionally be provided with technology breaks (estimated 2 minutes per class),
where they will be allowed to check their phones. The expectation is that students won’t use
their phones inappropriately during class because they are being provided with an opportunity
to check them.

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Setting Expectations for Classroom Participation
Students will be expected to raise their hands to speak in class and to call the teacher’s name if
their hand hasn’t been noticed. An exception would be that if students notice a mistake on the
board, they can respectfully call out without raising their hand.

When prompted, students will chat with their shoulder partners about an indicated question or
topic. This opportunity to talk will be provided frequently so students remain engaged and have
a chance to be heard.

Students may raise their hand or give an appropriate signal requesting to go to the bathroom or
to go to the office to get a snack. Students will sign out and sign back in to keep a record of this.
Students will also sign in if they were late to class, providing the reason for their lateness.

When attention needs to be returned to the front of the room (i.e. during collaborative time or
worktime), the teacher will say, “Attention to me,” and count down from five (orally or silently,
as appropriate. If the room has gotten too loud for the teacher to use a reasonable volume to
regain attention, the teacher will turn the lights off and on to regain attention.

Positive Communication with Parents

Each week, one or two students will be identified who have succeeded in some way during the
week. The teacher will call the student’s parent/guardian for a brief conversation (or leaving a
brief message) celebrating the success of the student. If a student is expected to cause
problems later in the course (which may require a negative phone call home), then they should
be chosen for a positive phone call home early on in the course to establish a rapport with the
family.

Test Administration
Tests will be administered with clear and consistent expectations to minimize test anxiety and
prevent cheating. When administering a test, students will be expected to turn their phones off
and put them away. If possible, desks will be spread apart to increase the distance between
students. If calculators are required, students will use calculators that aren’t able to store
memory, or the calculator memory will be cleared before the test begins and after it ends
(students will clear the calculator themselves, then show the “clear” screen to the teacher). At
least two versions of the test will be distributed so that students are writing a different version
of the test than the individuals immediately next to them. Students will not be allowed to speak
with each other or look at each other’s desks (either would be considered cheating, regardless
of the purpose). Bathroom breaks or leaving the room for any reason is not permitted once the
test has begun. If students have a question regarding the wording of the test, they may raise
their hand to call the teacher over but should take care that their question doesn’t give
anything away for nearby students. When students finish, they may raise their hand so the
teacher will collect their test, and then they may work on homework from a different class,
read a book, nap, or do anything else non-disruptive and non-related to quiz content. When an

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individual has completed their test, they may go to the bathroom. Once someone has finished
their test and gone to the bathroom, latecomers are no longer permitted to write the test
unless their absence was excused. Once all tests have been handed in, the whole class can
move onto a different activity.

Responding to Inappropriate Behaviour – Whole Class

Lack of Participation
If the whole class (or a significant portion) isn’t participating in a lesson by answering
questions, the teacher will take steps to increase engagement. First, the teacher will prompt
students to discuss the question with their shoulder partners (sitting next to them) and then
ask for someone to share their response with the class. If that doesn’t increase engagement for
subsequent questions, the teacher will use popsicle sticks with student’s names on them to
randomly select a student to answer the question.

Other considerations:
- If the question was too challenging, the teacher will start asking simpler, step-by-step
questions to scaffold up to the more challenging question.
- If the question should’ve been easy, the teacher will prompt students to raise their hand
if they know the answer but just don’t want to answer because it is so obvious. The
teacher will then either provide the answer and move on, taking care not to ask such
“obvious” questions. Or, the teacher can use popsicle sticks to gain quick answers
moving forward.

If the whole class (or a significant portion) isn’t using work time effectively, the teacher will
take steps to increase engagement. First, the teacher will remind students what they should be
working on, indicating what the priorities are and what else they can work on if they’ve
finished. She will ask for students to raise their hand if they are finished each particular task. If
most of the class is finished, the class can move onto a new activity. If most of the class is
stumped, the teacher can model the answers to a few questions on the board, and then direct
the students to work on their own again. If the class is simply distracted, the teacher will begin
doing homework checks (which should be done frequently enough that they aren’t seen as a
punishment). The teacher will approach students to check their progress on practice questions
or study techniques, keeping a record.

Inappropriate Volume
If the class’s volume is getting too loud during work time, the teacher will get the class’s
attention. She will communicate that it is getting too loud and put on ambient music, setting
the expectation that she needs to be able to hear the music at all times. She will use this as a
gauge moving forward, reminding the class each time she can’t hear the music. Because
inappropriate volume is often associated with students being off-task, these strategies should
be paired with those discussed in “Lack of Participation” above.

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Responding to Inappropriate Behaviour – Individual
Note: This document is merely a starting point. In practice, behaviours will be handled on a
case-by-case basis, through consultation with HWW LLs, administrators, and other staff.

Bullying
A safe learning environment requires that people behave in a kind way toward each other, so
unkindness will not be tolerated in the classroom. Depending on the severity of the situation,
the teacher may address the behaviour herself, send the student to the office, or call an
administrator to the classroom. Parents will be contacted if necessary. Documentation will be
kept.

Vaping
If students are caught vaping, an administrator will be called to escort the student to the office
and confiscate their vaping device. This behaviour will be handled in the office. Documentation
will be kept.

Speaking Out of Turn

Students will be required to raise their hand to speak in class (with the exception of respectfully
pointing out a mistake the teacher has made or drawing attention to a hand that hasn’t been
noticed). If a student speaks out of turn, they will be reminded to raise their hand, either by
deliberately ignoring the student to call on another student, giving a hand-raising signal, or
explicitly saying, “Please raise your hand to speak.” If a student frequently speaks out of turn
(more than twice in an instructional period), the teacher will have a private conversation with
the student to discuss the situation and determine a solution. Documentation will be kept.

If students are talking among themselves during teaching, the teacher will respond using
proximity, moving close to the students to remind them to pay attention. If the problem
persists, the teacher will increase her response accordingly, first pausing and giving the
students a look, then pausing and saying the student’s names. If the problem still persists, the
teacher will prompt the disruptive students to switch seats to sit further apart. If this response
occurs, it will be followed up by a private conversation with the students to discuss the
situation and to communicate that the students won’t sit next to each other during the next
class. If a student has been involved in switching seats several times, a more serious
conversation will be had with them, and the parents will be contacted. Documentation will be
kept.

Lateness
If a student is late (arriving after attendance has been taken), they will record their arrival in the
sign-in/sign-out book, indicating their reason for lateness. If they are frequently late, the
teacher will have a private conversation with the student to discuss the situation: “I’ve noticed
that you’ve been late to class this week. Has something been going on?” If the lateness is
avoidable, they will discuss a solution. If the problem persists following this conversation,
parents will be contacted. Documentation will be kept.

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Skipping
Frequent unexcused absences is a behaviour that will likely be addressed by the main office. If a
student has an unexcused absence during an assessment, they will complete the assessment
the day they return to class. After each absence (excused or not), the student will be expected
to check in with the teacher for handouts and to borrow notes from a peer to catch up on what
was missed. For labs, the student will either be required to come in to complete the lab or get
data from another group, depending on the lab. If a student has frequent unexcused absences,
the teacher will have a conversation with the student discussing the situation: “I’ve noticed that
you’ve had an unexcused absence during both of our labs this unit. Is everything okay?” A
solution will be discussed on a case by case basis. If the problem persists following this
conversation, parents will be contacted. Documentation will be kept.

Frequently Leaving the Room

If a student needs to go to the bathroom or get a snack from the office, they may request to do
so. They will record their departure and return to the classroom in the sign-in/sign-out book. If
they are gone for an inappropriate length of time or leave the room frequently (more than
twice a week), the teacher will have a private conversation with the student to discuss the
situation: “I’ve noticed that you’ve been leaving the classroom pretty frequently / it took you
forty-five minutes to go to the bathroom. Is everything okay?” A solution will be discussed on a
case-by-case basis. If the problem persists following this conversation, parents will be
contacted. Documentation will be kept.

Cheating
If a student is caught cheating on a quiz or test, their assessment will be considered invalid.
They must rewrite a different version of the test or demonstrate their knowledge in another
way. Parents will be contacted, and administrators will be involved as necessary.

Coming Unprepared
Students will be encouraged to be responsible with their materials and to demonstrate
appropriate problem-solving skills. If a student loses a handout, they may obtain an extra from
the teacher or will be required to reprint it themselves during an appropriate break (using a
digital copy provided by the teacher), with the option to take notes on loose-leaf paper in the
meantime. If a student forgets materials at home, they may share with a peer and take notes
on loose-leaf paper in the meantime. If a student forgets materials in their locker, they may
return to get them during an appropriate break and may share with a peer and take notes on
loose-leaf paper in the meantime. If a student forgets a calculator, writing utensil, or piece of
paper, they may borrow these tools from a peer. The teacher will provide a small amount of
recycled paper and writing utensils, but students will be encouraged to find other solutions
first. If a student is frequently unprepared for class and/or requires frequent teacher assistance
to problem-solve this lack of preparation, a conversation will be had with the student to discuss
solutions, and documentation will be kept.

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Lack of Participation
If a student demonstrates a lack of participation when they come to class, the class-wide “Lack
of Participation” strategies could be used to encourage the student to participate with
everyone else. More targeted responses can be used while circulating the room, such as
prompting a student to get out their notes or flip to the right page, prompting a student to
wake up, or saying, “I want three of those questions to be done when I come back.” If a student
frequently requires prompting to participate, a private conversation should be had to discuss
the situation and determine solutions. Documentation will be kept.

Inappropriate Use of Technology

If a student has a valid reason to be using technology during class (ex. Their parent is
undergoing surgery and they are expecting a call from the hospital when they are in recovery),
they may discuss this with the teacher at the beginning of class. If a student’s phone goes off in
class, they will be asked to silence it. If a student is using technology when they aren’t supposed
to be (i.e. texting during class or answering a phone call), the teacher will request that the
student put away their phone. If the problem is recurring, the teacher will discuss the situation
with the student, contact the parents, and involve administrators if necessary. Documentation
will be kept.

Inappropriate Dress
If a student is wearing inappropriate clothing (with inappropriate images/words or too
revealing), the teacher will have a private conversation with the student to discuss why their
clothing is inappropriate. She will start by asking, “How have you been feeling about your
choice of outfit today?” If the student has been embarrassed and regrets their outfit choice, the
teacher will help the student borrow something else to wear discretely, if possible. Otherwise,
the student will have to wear a lab coat during the class. If the student is uncooperative, they
will be sent to the principal’s office and parents will be contacted. Documentation of all
conversations and consequences will be kept.

Unsafe Behaviour
If a student demonstrates any unsafe behaviour, the response will depend on the severity. If
cooperative, the student will be immediately sent to the principal’s office. If the student is
uncooperative, the police officer designated to the school and an administrator will be called to
the classroom to handle the situation. If the student’s behaviour places other students in
imminent danger, the other students will be removed from the classroom. Documentation of all
incidents will be kept. For any unsafe behaviour, parents will be contacted.

Flirting or Pursuing an Inappropriate Relationship with the Teacher

If a student flirts with the teacher or pursues an inappropriate relationship with the teacher,
the teacher will respond firmly and professionally: “I’m your teacher. That’s inappropriate.” If
the student’s behaviour continues, the teacher will notify administration. This may result in a
conversation with the student (with an adult third-party present, likely an administrator)
discussing why the student’s behaviour is inappropriate and that it can’t continue. This may

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also result in parents being contacted, at the discretion of the administrator. Documentation
will be kept.

Other Considerations
Integration of FNMI Values
The following are central Blackfoot values, taught by Don Shade through Education 4950:
Kiipaitaapiiysinnoni I & II at the University of Lethbridge. For each, applications to classroom
management are noted.

Aatsimoyihkaan is the act of prayer. In the classroom, students will engage in mindfulness
activities.

Kimmapiiypitsinni is the value of compassion. In the classroom, students will be required to

demonstrate compassion toward one another, and unkindness will not be tolerated. When an
individual is not balanced in physical, mental, emotional, and spiritual wellbeing, compassion is
usually the first virtue to fade. Therefore, when addressing student’s behavioural issues, the
teacher will make an effort to identify where the student’s needs aren’t being met and are
causing an imbalance in the medicine wheel.

Innakotsiiysinni means to respect all people and to be at peace with yourself. Students will be
expected to demonstrate respect for each other, tolerating diversity of ethnicity, beliefs and life
styles. The teacher will recognize that some cultures (ex. Indigenous or African cultures)
demonstrate respect for elders by avoiding eye contact. The teacher will recognize that some
cultures demonstrate respect for their peers by not volunteering to answer questions or to
participate, because they don’t want their peers to feel bad not knowing the answer; therefore,
the teacher will ask these students specifically for a response if she would like them to answer.
The teacher will be respectful when considering various forms of intelligence and discussing
potential careers, not reserving value for what is typically considered high intelligence or an
elite career.

Ihpipototsp is the Blackfoot value of receiving the tools that have been given by the Creator for
people to use to survive. In the classroom, students will recognize the resources that have been
given to them (textbooks, notes, powerpoints, videos, online resources, library books, etc.) and
develop skills to use them effectively. Students will be responsible for their own materials.

Niitsitapiiysinni means to be Blackfoot. In the classroom, students will learn about history and
cultures related to course content. They will also be encouraged to discuss their cultural
identity and traditions with their peers and the teacher. The classroom will be established as a
safe place for students to acknowledge who they are.

Aksistoiypaitapiiysinni is the value of initiative, having the desire and capability to take on tasks
and seek out knowledge independently. The teacher will foster intrinsic motivation by
increasing autonomy, relatedness, and competence within the classroom (i.e. self-

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determination theory). Students will be encouraged to become independent learners, taking
responsibility for their own success at high school.

Isspomaanitapiiysinni is being helpful to others. During group and partner work, students will
be encouraged to assist each other with tasks and teach each other concepts. Students will be
encouraged to lend each other writing utensils and allow their peers to see their notes. If a lab
group is having trouble finishing on time, another group will be encouraged to help them clean
up. While it is important to foster skills of independence, it is also important to foster skills of
cooperation.

Ao’ahkannaistokawa is the recognition that everything comes in pairs. In course content,

students will be encouraged to make comparisons and contrasts between processes and
concepts. When conflicts arise between students, they will be encouraged to consider both
sides of an issue. When students make a poor decision, they will be encouraged to consider
what a wiser decision would’ve been.

Ihkanaitapstiwa is the value of making your own choices based on what you’ve been given.
While it is important to hold students accountable and to provide structure to help them
succeed, the choice to engage is up to the student. They cannot and should not be forced to
participate. The classroom environment will honour student choice. The teacher will also keep
an awareness of this when in communication with families. Some parents have a culturally-
based “hands-off” approach, where they will teach the value of education but allow their child
to make their own decisions about it (such as completing homework or attending school), and
this isn’t a sign of disinterest or negligence.

Kakyosin is the value of taking notice, being observant, being aware of your environment.
Students will develop their skills of observation through laboratory activities or demonstrations.
Students will be expected to have an attention to detail in practice and assessments. Students
will develop an attitude of curiosity about their surroundings through the Curiosity Project and
research activities.

Pommotsiiysinni is the transfer of knowledge from one person to another. Students will be
provided with opportunities to teach and share information with each other, and they will be
encouraged to share with their families as well.

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