1

Molly Wilson

Classroom Management Plan

(using a random school for example)

 2

Classroom Management
Context of the community and student information

City Community

Camas, Washington is a small suburban community with a population of approximately 23

thousand people. The ethnic groups represented in Camas consist of 82% white, 7.48 % Asian,

4.98% Hispanic or Latino, African American’s 1.29%, Native Americans .76%, and those with

two or more Races make up 3.18% of the residents. The poverty level is 3.66 percent, and the

highest racial or ethnic group that is living below poverty is white, followed by the Native

American population. The most common non-English languages spoken are Russian, Spanish,

and Korean. The median household income is $101.167. Also, nearly 60% of the population

have an associate, bachelor, or graduate degree. There is a high level of educational support

from the Camas community. https://datausa.io/profile/geo/camas-wa/

School and Students

Grass Valley Elementary School in Camas, Washington has a total of 572 students. Females

make up 48.1% of the students, and 51.9 % are males. Grass Valley Elementary School provides

public education for grades K-5 and is rated high for student success. There are 36 classroom

teachers in the school, with an average of 11.7 years of teaching experience. The average

enrollment is 21 students per classroom. In the entire school, there are 6.3 % English Language

Learners, 11.4% of the students have a disability, and 11.9% fall in the low socioeconomic status

(SES). The ethnic diversity in the school consists of 70.1% white, 9.7% Asian, 1.7% Black/

African American, 10.7% Hispanic/ Latino of any race(s), and 0.5% are Native Hawaiian/ Other.
 3

Pacific Islanders. Also, those of two or more races make up 7.2% of the school population

(OSPI, 2018 ). The diversity level and minority enrollment are low compared to the State level.

By understanding the demographics and the needs of my students’ it will help me be a more

effective teacher.

Mission Statement: “Grass Valley is committed to high levels of learning for all” (Grass Valley

Handbook, 2018, pg. 3).

Vision: “Grass Valley is dedicated to work collaboratively with our community to:

Communicate clear learning and behavioral expectations. Provide a safe and nurturing learning

environment that respects and values diversity. Focus on personalized instruction. Empower

students and families to recognize and celebrate student growth” (Grass Valley Handbook, 2018.

Pg. 3).

Teacher’s Role: Each day, teachers are to provide all students with high-quality instruction that

will encourage high achievement. Teachers are expected to communicate learning and behavioral

expectations to both students and parents and provides a safe, secure, and nurturing learning

environment for their students. Additionally, both clothing attire and teacher conduct will reflect

professionalism.

Students

I will be teaching a kindergarten class that has a total of 21 students. Out of the 21

children, there are eleven males and nine female students. The diversity represented in the

classroom consists of two Asians, one African American, one Hispanic, and 17 white students.

There are four students with learning disabilities and special needs. One student has a Sensory

Processing Disorder (SPD). This student sits in the front area of the classroom to have easy

access to the “reset” corner that is provided for the students to use when needed. The student
 4

often gets frustrated and acts out when the schedule changes or in response to sensory overload,

and that is when I suggest the reset corner as a tool to help him calm down. It allows the student

an opportunity to go to the reset corner, take a couple of deep breaths, and come back when they

feel ready to rejoin the group. Another one of my students has Dyslexia. She has a difficult time

reading, spelling, and processing the meaning of the text. In the classroom, there are earphones

and audiobooks available to help her learn and reach her reading potential. There are also

accommodations and modifications that are implemented to help the student succeed. I am

sensitive to my student’s needs and provide her with books that are at her reading level but still

offer a challenge. Another one of my students has asthma. I have removed all allergens from the

classroom such as lotions, cleaning supplies, and any other items that may trigger an asthma

attack. Also, the student’s activity level in the physical education class was modified. I informed

the teachers, and staff members of the student’s health care needs there is an action plan in place.

Last, there is a student with a significant peanut allergy. I sent a letter home to all the parents to

ask that they do not pack peanuts and peanut products in their child’s lunch and if they do to put

a note in the lunch box. During lunch, there will be a separate table for those children that have

allergies. The school professionals and the lunchroom staff are very aware of the symptoms and

have an emergency procedure in place, including signed emergency treatment orders.

 5

https://washingtonstatereportca

%rd.ospi.k12.wa.us/ReportCard/ViewSchoolOrDistrict/104854

Classroom Environment
 6

Classroom arrangement

I will strive to create an engaging and supportive learning environment in the classroom that

encourages students’ to be excited about learning and motivated to succeed. Starting the first day

of school, I will endeavor to develop a strong-trusting teacher-student relationship with all my

students. Also, I will promote a caring learning community which reflects mutual respect. I plan

to arrange my classroom in a welcoming, simple, and organized way that makes the students feel

safe and secure and promotes learning. There are five table groups, four of them seat 4 and one

table seats five. The learning carpet in the front area of the classroom is where the students

gather for morning meetings, group instruction, and read-aloud. In the back of the room, there is

a comfortable reading area for students to explore and enjoy, which include a large variety of

books at different reading levels to meet the diverse needs of my students. Near the reading area,

there are two computers. However, because of the grade level, they will not be used very often.

Next, to the computers, there is a kidney-shaped table where I work with individual students or

provide small group instruction. Placing the table at the back of the room is beneficial because

there are few distractions. The table is also utilized when the reading specialist comes into work

with the Tier 2 reading group. The classroom layout is conducive to keeping my students focused

on learning and has lent to creating a positive learning environment.

Group work

Students engage in small group activities and discussions at the group tables, where they have

their assigned seat. Overall, the classroom tables and chairs are set up, so all students can see the

board and the teacher’s desk or easily adjust their seat when there is whole group instruction.

When I am at my desk, all the student’s desks and learning centers are in view. Grouping

students in my class is a priority because it offers an opportunity for students to develop

 7

communication and social skills and learn how to work together as a team. Students benefit from

group teamwork because it encourages students to support one another and promotes learning.

These are life skills that students will use the rest of their life.

Displaying student work

I implement bulletin boards in the classroom to reinforce learning and encourage interest in the

subject as well as be used to display my students' work. The bulletin boards I create will be

simple, uncluttered, organized, and have a consistent color theme so they will not be a distraction

or overstimulate the students. One board will be outside the classroom in the hallway. This way,

the school staff, and parents see the proudly displayed work of the students. The bulletin board

also offers a welcome feeling to the students in the class. I will rotate and change the bulletin

board to reflect the season and new unit theme.

Materials and supply storage

Storing materials in the classroom can be a challenge. There are two storage cabinets in the

classroom. One storage unit will contain materials that are not needed daily, such, as seasonal

and bulletin board material, manipulatives for future use, and extra supplies. The other storage

cabinet contains teaching materials and manipulatives that are used at the group tables. Or

learning centers. Each group table has a small caddy with extra pencils, colored pencils, and

other items needed for daily work. Additional supplies and art material such as scissors,

markers, crayons, and glue are easily accessible on the front shelf. Next, to my desk, there is an

area large enough to have two file boxes that will contain my lesson plans, teaching aids, and

record-keeping material,
 8

Classroom layout.

Classroom Rules/Procedures.

Speak politely and be respectful to others.

 9

Listen and follow directions.

Raise your hand before speaking.

Use your quiet voice.

Keep your hands and feet to yourself.

The classroom rules are posted in the front area of the classroom where they are easily seen and

often reviewed as a reminder of expected behavior. The rules will be in print and include picture

cues for the non-readers and students with exceptionalities. The rules represent the expected

student behavior.

Classroom Procedures Related to academic work

Material requirement: Students require materials that will be used daily in the class including;

One-two pocket folder, a small plastic school supplies box, two #2 pencils, pink pearl eraser, and

a black and white composition wide-rule notebook. There are stations with “Community

Supplies” for students to utilize such as additional pencils, marking pens, tissues, crayons,

scissors, and more.

Homework completion: On Monday and Wednesday, homework will be sent home with the

students, and it is due back at the beginning of the next school day. Homework is put in the

students’ homework folder and sent home. Returning the homework is part of the morning

routine. After being greeted, students will put their belongings in their cubby, and place their

folder with their homework in the designated homework basket before going quietly to their

desk. The purpose of the collection homework is to reinforce the concepts being learned in the

class, to teach responsibility, keep the parents involved and informed on their child’s progress.

Make-up work: If a student is absent from school and misses classwork, there is a procedure in

place to assure the child receives the needed make-up work. As the teacher, I collect the missed
 10

work and put it in a folder labeled “Absent folder” and includes the instructor’s name and

classroom number. Then the folder is placed at the student’s desk to get when they return to

class. An alternative is to send the schoolwork home with a sibling or leave the folder in the

office for the student’s parents to pick-up. I will leave a note in the folder with the expected due

date for the work to be completed and returned. When there is a pre-arranged absence such as a

vacation, school work will be sent home before the absence and to be brought to class the day

they return to school. The student returns their schoolwork to the “Make-up Work” basket on the

shelf located in front of the teacher’s desk.

Incomplete work: Work that is not completed in class will go home with the student and is

expected to be brought back the next school day. The Incomplete work often includes a note of

explanation to the parents. Although I will encourage work to be completed at school, I

understand that not every child works at the same pace, and some students may require

additional time to complete the school work successfully.

Sharing work with others: Every student in the kindergarten class has a portfolio with samples

of their school work. The purpose of the collection of school work is to assess the student’s

progress and determine if the teacher’s instruction is adequate or needs to be adjusted to meet the

needs of the student. The portfolio is a productive tool to share with the parents at a parent-

teacher. Also, sharing student work with school professions such as the IEP team offers insight

into the student’s progress or need for additional help.

Collecting and returning students work: The classroom is set up in groups of four, and one

group has five students. Students will give their work to one of the students in their group, and

either myself or a designated student will collect the papers. Having received and corrected the

students’ papers throughout the week, I will place the work in each student's Friday folder. The
 11

folder must be returned on Monday; however, the students’ work will remain at home. Some of

the student’s work will remain in their portfolio, and other papers go home.

Classroom discussions: Classroom discussions have the potential to be a valuable teaching

tool, a learning opportunity, and a productive method of informal assessment. However,

kindergarten children may not be skilled in how to be courteous, listen to others, or take turns

during a group discussion. To solve this problem and facilitate a discussion that encourages

students to listen, be respectful, and not interrupt, I will use a bean bag or other object as a

“Talking Tool.” When a student has the Talking Tool in their possession, they have the

opportunity to speak without interruption. The procedure I will follow during classroom

discussion is to encourage the students to raise their hand if they would like to talk. I will then

make eye contact and hand the Talking Tool to one of the other students. When a student has the

Talking Tool, all hands go down, all eyes are on the student, and everyone listens. When the

student is done speaking, hands go up again, and another student will receive the talking tool.

Procedures: My action plan

When I picture the ideal morning classroom routine, it begins when the students arrive at

school, and I eagerly welcome each child to class. In turn, they are excited and happy to be at

school. The students follow the expected routine, and place their belongings in their cubby, put

their homework in the designated basket, sign up for hot lunch, go to their assigned seat at their

group table, and begin their opening work. While students are doing their seatwork and are

silent, I take attendance. When class begins, the students hear soothing transition music that

signifies it is time to meet at the front carpet area for our morning meeting. After a brief

discussion, I direct the students to look at the large labeled picture whiteboard, we go over the

schedule and the tasks we will be doing for the day. Then I will begin our reading lesson
 12

followed by a whole-class discussion. Transition music is played, and students return to their

desks for seatwork. Ideally, everyone followed the rules and procedures, the morning went

smoothly, and the instruction was productive.

The key to having an ideal positive learning environment is when teachers have a well

thought out plan, teach, rehearse and reinforce procedures. Harry K Wong (2018), educator and

author, suggests that “A well-managed, smooth running class depends on the teacher’s ability to

teach procedures” (p. 47). I plan to create a set of procedures for every activity. Then, I will

visually and verbally teach as well as model the procedure. The next step is to have students

practice the procedure. The final step is to reinforce the procedures so that it becomes part of the

daily routine.

One procedure to utilize in the classroom to ensure that instruction can be productive and

effectively implemented is to have a strategy to gain my students’ attention. I plan to use the

“Give Me Five Please” strategy to silence the students and get their attention. I begin to teach

this strategy on the first day of school. I say, “ Give me five” and raise my hand. The students

follow my lead and raise their hand. Then I yell out each number, and the students repeat them

back to me. By the time I get to five, the students should be silent. After repeating and practicing

this strategy several days, students respond to “Give me Five” quickly and quietly.

To encourage a productive learning environment it is essential to have rules and

procedures at the various learning centers and for a variety of tasks. The rules of behavior listed

and posted on our front board apply to all the areas in the classroom. Those include; being

respectful of others, using a quiet voice, keeping hands and feet to yourself, listening to others,

and following directions. However, there are specific rules that are required in the learning

centers. For example, the rules in the reading center whereas the students need to take care of our
 13

books and return them to their proper place on the bookshelf. Also, students need to share the

books nicely with their classmates and use their quiet voice. Other areas that require specific

rules are the learning centers and learning carpet. The specific rules that apply to each area are

visible in each center, posted in print and with picture cue cards.

Procedures related to classroom conduct

Seating: Students have assigned seating at their group table where they do their individual work

and group activities. When students sit on the learning rug, they also have a designated spot to

sit. Each student recognizes their individual carpet square. Having assigned seats helps manage

student behavior.

Student routine before the bell rings to begin class: Students unpack their packsack, put their

belongings in their cubby, place their homework in the basket, sign up if they choose to have hot

lunch, go to their group table to sit at their assigned seat, and begin their opening work.

Leaving at the bell: I will provide a two or three-minute warning before the dismissal bell is

scheduled to ring. I play transition music, the clean-up song, to alert students it is time to clean

up their area. The students remain in their seat until the bell rings. Then they push in their chairs

and quietly, place their homework in their backpack, gather their belongings, and line up at the

classroom door. There are two lines, one for students going to ride home on the bus and another

line for students being picked up by their parents. We sing the goodbye song, and I dismiss the

students.

Drinks, food, and gum: Water bottles are permitted in the classroom and may travel with the

student to lunch or the physical education class. However, food and other drinks are not to be out

of their backpack and consumed only in the commons area where they have lunch.
 14

Coats, hats, and backpacks: Students belongings go in their cubbies. The Camas School

District policy does not allow wearing hats, hoods, or head coverings during school hours. The

only exceptions are for religious or medical reasons.

Tardiness and absences: The Camas School District has a policy and procedure to follow when

students are tardy or absent, and all teachers are expected to comply with the procedures. When a

student arrives after the 8:05 tardy bell, they are marked absent. The student needs to go to the

office to get a pass in order to be admitted to the class. When a student is absent, the parent is

required to call the school each day to notify the school and offer a reason to have the absence

excused. It is also acceptable to send a parent note the following day. When a student is absent

more than six consecutive days, a doctor’s note is required for the student to be readmitted to the

school. The school district is required to report to the Juvenile court if more than six unexcused

absences occur in one month or there are more than ten unexcused absences in a year (Grass

Valley Handbook).

Asking for help: The procedure that I will use when students need my help is to use sign

language. Sign Language provides a quiet way to gain my attention and without making a sound,

and it avoids instruction from being disrupted. The student raises their hand and sign “H” for

help or the letter “I” for I have a question. I then acknowledge that I recognize they need my

assistance by nodding my head or signing yes. When I am available, I will respond and proceed

to assist the student. The use of Sign Language is also helpful when a student needs to be

excused to go to the bathroom or get a drink of water. Again the student signs the letter, and I

respond by signing, yes or no. Having two years of sign language classes, I am very comfortable

using this strategy, and it proves to be a valuable strategy to keep the learning environment calm

and running smoothly.

 15

Consequences of rule violation: Although I utilize positive reinforcement to attain appropriate

student behavior, there are times that I need to implement negative consequences. First, I speak

to the student and review the classroom behavior expectations and rules. I use positive

reinforcement to encourage acceptable behavior. When the student does not respond by changing

their behavior, there is a need to apply negative consequences. Consequences consist of a

warning, free time taken away, calling the parent, referring the student to the assistant principal,

and principal, as well as parent-teacher conferences.

Bathroom Procedure: The students are aware of how to alert me if they need to go to the

bathroom. They raise their hand and sign the letter “B.” After I respond by nodding my heard

using sign language to answer yes, the students take bathroom pass hanging on the wall and are

excused. Only one student leaves at a time, and when they return, they hang the bathroom pass

back on the wall. This silent strategy will avoid disrupting instructional and learning time. Also,

there are bathroom breaks which should help manages students use of the facilities during class

time.

Moving around the classroom? For what purpose? When? Noise level? Transitions from

one activity to another are signaled by transition music and are expected to be done quietly. I

provide a two-minute warning to give the students an opportunity to process, adjust, and stay

engaged while they prepare to transition to another task. This procedure is especially important

to my children with exceptionalities because transitioning is not always easy for them. At

lunchtime, I dismiss one table at a time to have students get their lunch and line up at the door.

This limits congestion at the cubbies and prevents discord. There are times that the noise level

increases and needs to be addressed. I will do this by gaining their attention, Gave me Five, and

then reminding the students of the class rules and expectations. Then again, depending on the
 16

context, I may respond by saying, “I appreciate how quietly table one is working.” Positive

reinforcement is most often used in the class to encourage expected behavior. Having strategies

for smooth transitions, and procedures that promote positive behavior, most often eliminates the

need to act as a disciplinary force.

What happens if someone’s movement in the classroom is disruptive to others: When a

student is disruptive and begins moving around the room, I need to be direct and clear on my

expectation. My body language, the tone of my voices, and facial expression reflect the message

in my words. For example, “Stevie, you need to return to your desk.” When Stevie does what he

is told, depending on the context, I will either nod my head in approval or respond with positive

words to reinforce the correct behavior. I am also aware that if students start to roam around the

classroom, there may be a need for a “Brain Break” or for me to adjust my instruction to keep

them engaged in the lesson.

My classroom philosophy

I believe that every student has the potential to learn and succeed. As the teacher, I will

put forth my best effort to provide an engaging curriculum that interests the students and

motivates them to learn. I will also develop consistent rules and procedures, recognize my

student’ strengths, use positive reinforcement, and praise their efforts. I believe that developing a

positive relationship with my students’ is the foundation for their academic success.

Resources

Grass Valley Elementary (n.d.). Student Handbook 2018-2019. Retrieved from

 17

http://schools.camas.wednet.edu/grassvalley/files/2014/09/handbook.pdf

Camas, Washington Population 2019. (n.d.). Retrieved from

http://worldpopulationreview.com/us-cities/camas-wa-population/

Office of Superintendent of Public Instruction (n.d). Welcome to the Washington State Report

Card. Retrieved from https://washingtonstatereportcard.ospi.k12.wa.us

Wong, H.K., & Wong, R. (2018). The classroom management book. (2nd Ed.). Harry K.

Wong Publications, Inc.

WELC
OME
TO
KINDE Dear Parents,

RGART
EN Welcome to Kindergarten at Grass Valley
Elementary School. My name is Miss Wilson,
and I will be your child’s kindergarten teacher this year. As a
means to get acquainted, I would like to share a few things about
myself.

I was born and raised in Vancouver, Washington, and except for going away to college have
lived my entire life in this area. I attended and graduated from Central Washington University in
Ellensburg, Washington. I graduated and received my bachelor’s degree in Elementary
Education and had the privilege to teach in the Camas School district.

I want to extend an invitation and encourage you to attend Back to School Night on Tuesday,
August 22nd, from 6:30-7:30 pm in room 2. I will share and explain class procedures, rules,
routines, and other pertinent information that will encourage and assure that the school year gets
off to a great start. Please bring your child’s school supplies with you to the open house; it will
help make the first school day run more smoothly.

I am looking anxious to meet you and work together to encourage your child’s growth and
success. We share the same goals that your child is happy, safe, secure, learns, and become the
 18

best they can be. Writing notes, sending an email, or a phone call are great ways to ask questions
or discuss concerns with me. Please know that I welcome hearing from you.

I am eager and looking forward to a productive and enjoyable school year.

Sincerely,
Miss Wilson
 19

Classroom Discipline Plan for Students

Classroom Rules
Speak politely and be respectful to others.
Listen and follow directions.
Raise your hand before speaking.
Use your quiet voice.
Keep your hands and feet to yourself.

To encourage students to follow the rules and display positive behavior, I will use various forms
of reinforcement, praise, and incentives as well as send home notes and make phone calls. My
goal is that students will learn to self-manage their behavior, and our classroom will be a safe
and productive learning environment for your child. When students choose to break the rules, I
will remind them of the expected behavior. However, if they continue to ignore the rules, there is
a discipline plan. I am confident that working together it is going to be a successful, enjoyable,
and productive year.
Consequences for Breaking the Rules
1st violation - Warning
2nd violation - Five minutes of recess or free time is taken away
3rd violation - Ten minutes of recess or free time is taken away
4th violation - Teacher calls parents
5th violation - Teacher-parent conference.
6th violation - Teacher sends the student to the Vice Principal or Principal

I have reviewed and explained the rules and consequences of inappropriate behavior. It would be
beneficial and appreciated if you discuss the rules and discipline plan to your kindergarten child.
Please feel free to contact me if you have any questions. Thank you for your support.

______________________________________________________________________________
Please cut the bottom section of this form, sign and return to school.
I have read and discussed this discipline plan with my kindergarten child.

Students name _____________________________________________

Parent/guardian signature __________________________________Date __________________

 20

Classroom discipline plan to parents

Dear Parents,

I have provided a classroom discipline plan for my students. I want all parents to be
involved and a part of your student’s learning process. I will be posting the information in a
handout format as well as upload it on the classroom website. If you have any questions or
concerns, please feel free to contact me.

Thank you,
Miss Wilson

RULES
Students are expected to:
Listen and follow directions the first time they are given
Treat others with respect, including all staff and volunteers
Do not to leave the classroom without permission
Follow district dress code policy
Ask to use the bathroom and take the bathroom pass
Walk in the class and halls at all times

POSITIVE CONSEQUENCES
Praise
Positive notes sent home
Class or individual rewards
Special privileges

NEGATIVE CONSEQUENCES
Warnings
Free time is taken away
Teacher calls parent
Teacher parent conference
The teacher sends the student to the Assistant Principal
Teacher sends the student to the Principal
 21

Classroom procedures for students

 22

Give me Five
Raise hand
Repeat number back to the
teacher
At five, the room will be
silent

Raise Hands
I will raise my hand when I
have something to say and
ideas to share!

Listening Ears and Bodies

I will not talk over others.
I will be respectful when my
friends are talking.
I will listen and follow
directions. Quiet Mouths
I will use an
inside voice when I
am in the
classroom.

Helping Hands
I will use my hands for
helping and not hurting.
I will be kind to others. Walking Feet
I will walk to be safe.
I will not run inside my
classroom or in the hallways.

Classroom procedures plan to parents:

 23

Upon Entering the Classroom

“On time” means that the students are in their seat when class begins. As students enter the
classroom, they will put their belongs away, make sure to sign in, turn in homework, sit at the
assigned seat at the group table, and get started on the morning work.

Tardiness and Absences

The Camas School District has a policy and procedure to follow when students are tardy or
absent. If the student arrives after the 8:05 tardy bell, they are marked absent. The student will
need to go to the office to get a pass in order to be admitted to the class. When the student is
absent, the parent is required to call the school each day to notify and offer a reason to have the
absence excused. If the student is absent more than six consecutive days, a doctor’s note is
required for the student to be readmitted to the school. The school district is required to report to
the Juvenile court if more than six unexcused absences occur in one month or there are more
than ten unexcused absences in a year (Grass Valley Handbook).

Allergies
Please inform the teacher, and school of any allergies your child may have so they are prepared
and aware of any concerning symptoms as well as have a list of allergens on file.

Homework Policy
Although there is not much homework given to the students, we do encourage reading and
practicing the basics outside of school hours. When homework is sent home, it is to be returned
the next morning.

Drinks, food, and gum

Water bottles are permitted in the classroom and may travel with the student to lunch or the
physical education class. However, food and other drinks are not to be out of their backpack and
consumed only in the commons area where they have lunch. Gum is not allowed at school.

Leaving at the bell

At the end of the school day, students clean up their work area, push in their chairs, place their
work in their backpack, and line up at the classroom door. There are two lines, one for the
students going to ride home on the bus and another line for the students being picked up by their
parents. If you plan on picking up your student, you can wait in your car at the car pick up line or
wait outside of the classroom. If you are not outside the classroom, I (the teacher) expect you to
be in the car pick up line. If something happens and you are not able to pick up your child that
day, call the office so they can notify the student they will be taking the bus home.

Coats, hats, and backpacks

Students belongings go in their cubbies. The Camas School District policy does not allow
wearing hats, hoods, or head coverings during school hours. The only exception is for religious
or medical reasons.