Bethany Maddox

Introduction

This classroom management plan is written with the intent of preparing

myself to think, prepare, and plan as a certified and experienced teaching

professional does. Not only is this an exercise in academia, but a preemptive means

of planning for my future classroom. This plan contains artifacts intended for each

area of the classroom, both physical and philosophical. The following documents

will be written through the perspective of teaching second grade reading and

language arts. This plan is something upon which I will build in the future, once I

have gained tangible experiences, but to which I will also revert back in times of

question.
Bethany Maddox

Philosophical Statement

My classroom will serve first and foremost as a place for learning to occur. In order for

this to happen, the physical environment must be set up in a way which is functional, inviting,

and purposeful. Student desks will be set up in small groups of about four or five, in order to

facilitate small group discussion, as well as to encourage peer-to-peer instruction. This follows

suit with Erikson’s Social Learning theory. The room itself will be decorated in a stimulating, yet

appropriate manor, specific to the grade level I will be assigned. Classroom organization and

general cleanliness must be kept as a priority, and students will be expected, alongside myself, to

maintain a reasonably tidy work area. The physical aspects of the room work in tandem with the

non-tangible elements, such as behavioral expectations and emotional safety, to create the best

environment possible for learning to occur. From the first day of class onward, my students will

know the reasonable behavioral expectations put before them. There will not be rules, but rather

mutual agreements between students and myself to foster a positive environment. For example, it

will not be stated that running is never to be tolerated in my classroom, but it will be explained

that moving about the room in a calm fashion greatly reduces the chances of anybody getting

hurt. Emotional safety will also be of utmost importance, and bullying of any kind will not be

tolerated. Diversity will be celebrated in my classroom, and appropriately differentiated

instruction will be my goal for each lesson, along with total inclusion. Finally, alongside all

elements of safety, an open-door policy of communication will be implemented in regard to both

my students and their parents. In order for learning to occur, I must be clear and honest about my

intentions. In the case of any issues, behavioral or otherwise, the potential need for parent-

teacher communication must be met with a tactful, timely, and kind disposition.
Bethany Maddox

First Days

7:45-8:00 - Individual Greeting: stand at classroom door and greet each student individually,
giving instructions to find the desk with their name on it, then begin answering the warm up
prompt written on white board 

8:00-8:05 - Finding Seats: assist anyone who needs help finding desk/get any new to the roster
students a seat and name tag

8:05-8:20 - Teacher Intro: introduce myself and give some info about me personally (I’ve taught
x number of years, I like to do this in my free time, I have these pets)
Congratulate students on reaching the third grade/state how I am looking forward to guiding
them to work hard this year and achieve highly 

8:20-8:45 - Classroom Storage: show area of the classroom where backpacks and lunch boxes
are to be placed each morning upon arrival (model correct way of storing items with sample
backpack) 
Have students perform the task by desk group and praise good behaviors I observe 

8:45-9:00 - White Board Tour: introduce each section of the white board and its purpose
(calendar, daily agenda, week at a glance, student leadership roles, etc.)

9:00-9:05 - Bathroom Discussion: briefly introduce procedures for bathroom breaks/show where
bathroom passes are stored in the classroom
Explain difference between group bathroom breaks and group bathroom breaks 

9:05-9:20 - Group Bathroom Break:

Start by reminding students of school-wide hallway travel expectations 
Travel to bathrooms, praising good behaviors as observed
Take down time with waiting students to converse about their summer breaks, ask about personal
interests 

9:25-10:00 - Ice Breakers:

Introduce a name game in order to help everyone learn each other’s names
Take this opportunity to discuss acceptable level of voice (why louder voice is appropriate here
vs. instruction time)
Play name game and participate along with the children 

10:00-10:15 - Attendance:
Explain why attendance is important to be taken and introduce attendance procedure (what types
of responses are appropriate)
Take attendance 
Introduce attendance delivery leadership role 

10:15-10:30 - Lunch Buyers:

Explain procedure for selecting daily lunch option by using student models
Bethany Maddox

Have lunch-buyer students practice by choosing that day’s lunch option

Introduce lunch selection delivery leadership role

10:30-10:40 – Hallway Procedures

Remind students of school-wide hallway expectations and discuss their importance
Use this time to introduce the first specials visit of the week
Practice lining up in accordance to classroom expectations

10:40-10:45 – Travel to Specials

Praise any good behavior models observed during travel

10:50-11:50 – First Specials Visit

(teacher will not be present)

11:50-11:55 – Travel to Lunch

Use transition time in hallway to remind students of voice level expectations in the cafeteria
Make verbal notes of directions to/from the cafeteria

12:00-12:30 – Lunch
Monitor student behavior, giving due praise
Converse with students about their day so far and how they are liking it

12:30-12:35 – Travel to Recess

Use transition time to remind students of recess behavior expectations

12:40-1:10 – Recess
Monitor student behavior and facilitate activities for those who may have yet to find a group

1:10-1:15 – Travel Inside

Introduce routine of group bathroom/water break following recess each day
Give expectations and explain that class is still happening for other students throughout the
building

1:15-1:25 – Group Bathroom Break

Continue to praise good behaviors
Take time to converse with students and answer any questions they may have

1:25-1:30 – Travel to Classroom

Continue to remind students of hallway expectations and reinforce good behaviors

1:30-1:50 – Introduce Classroom Dojo

Explain what Classroom Dojo is and why I believe it is important to reward students and their
positive behaviors
Show short video demonstrating positive and negative behaviors
Answer any questions which may arise
Bethany Maddox

1:50-2:00 – Reprieve
Introduce students to “Wiggles” procedure and play a video from Classroom Dojo so they can
get the post-lunch wiggles out of their system

2:00-2:20 – Circle Time

Have students sit in circle on the floor and facilitate a discussion about the day
Allow students to share some thoughts they have about their first day and voice and comments or
concerns

2:20-2:40 – Dismissal Procedures

Explain dismissal procedures to students and use models for clarification
Make sure students know where to go upon dismissal
Show where supplies are to be put away in the classroom
Demonstrate how to appropriately gather one’s things and point out behaviors which are positive
and rewardable

2:40-2:45 – Prepare for Dismissal

Allow students to gather their belongings and practice dismissal procedures
Praise positive behaviors which are observed

2:45-3:00 – Staggered Dismissal

Stand at door and high-five each student as they exit the room, telling them to have a great day
and that I look forward to seeing them tomorrow
Make certain that each student is confident in which bus they are taking/where car-riders are to
report
Bethany Maddox

Classroom Environment/Safety

Shown above is a rough representation of how I would like my classroom to be set up. I would

like students to sit at tables seating about four to five at each, allowing for small group

discussions and peer learning. I want the room to be organized with supply areas clearly marked

and kept tidy, in order for as much space to be free as possible. There needs to be adequate

walking space both for the safety of the students and myself, as well as for the maintaining of a

welcoming environment. My desk will be my own, but will not be off limits to the students, and

I wish to spend minimal time there during instruction. The overall feel of the classroom needs to

be warm and inviting, decorated in a manner which is welcoming but not busy or distracting.
Bethany Maddox

Classroom Policies/Procedures

Policies will be determined based on what both my school district and individual school

require of me. All requirements will be met, and any area in which I feel I have leeway to add

material to the benefit of the students will be augmented. Procedures and policies (listed below)

will include things such as how to turn in completed assignments, when and in what manner one

should take the restroom pass, etc. General policies which include participation of the parents

will be given to the parents in the form of a handbook, which will include a slip to be signed and

returned. Consistent and timely communication with parents will continue throughout the year

via email and newsletters. Administrators will be informed of how school-wide and district-wide

requirements are being implemented and upheld through face-to-face contact, or in the form of a

report if requested. Small misbehaviors, such as pencil tapping, quick side comments, etc., will

not warrant a singling-out of an individual student, but rather a whole-group redirection in the

form of a reminder to keep quiet and attentive in order to respect our peers’ learning. The main

“rule” of my classroom will be respect. Respect for yourself, for your peers, for your teacher,

your school, your community, etc. In all actions, students will be reminded to question whether

or not their behaviors represent a respectful or disrespectful person.

Addressing the Teacher: Students will be asked to address me as “Ms. Maddox”, and in return,

I will respect them by addressing them with their preferred names. Students will raise their hand

to ask questions or answer them during whole-group instruction times, and will be free to

approach me at any time during independent or group work.

Using the Restroom: One student will be allowed to use the restroom at a time. When the pass

is available, students with obtain permission from me, sign out, take the pass, and then sign back
Bethany Maddox

in upon return. As long as students respect the procedure and use the restroom at a reasonable

and honest rate, there will not be a limit put on restroom breaks.

Turning in Assignments: Students will submit any assignments which are due to their pre-

labeled box before beginning their warm up for the day. Reminders of what should be submitted

will be written or posted on the board above their warm up for convenience, and I will also

verbally remind them as I greet them on their way in.

Distribution of Supplies: Everyday supplies like pencils, erasers, and colored pencils will be

kept at each table in a community supply station. Any special supplies needed for an activity,

such as construction paper, markers, glue, game pieces, etc. will be prepared by myself, and

distributed by that day’s assigned supplies manager.

Bethany Maddox

Steps to Address Misbehavior

As stated before, small misbehaviors like pencil tapping, side comments, etc., which are

out of the norm for a given student, will not require more than a whole-class reminder regarding

current behavior expectations. I will not implement a red-yellow-green clip-moving system, as I

do not feel they are effective in anything more than embarrassment. If my students respond well

to public praise of good behavior, I may implement tactics such as writing the names of students

who are behaving exceptionally well on the board, or rewarding them with Classroom Dojo

points less nonchalantly than normal. In every form of redirection, discipline, or positive

reinforcement, it is important that I stay positive in nature, and refrain from huffing/puffing or

raising my voice. In the case that a behavior is long-term and proves to be a distraction to the

students or his or her peers, I will then have a brief, private, and positive conversation with the

student to feel out the situation and hopefully correct any misbehaviors which are causing

distractions. In the case that such behaviors do not stop following the conversation, or behaviors

worsen, a conversation with a parent will occur in order to find the source of the misbehavior.

In the case of serious, unexpected, or violent behaviors, the safety of all students is of

first priority. Administrators will be contacted immediately and the student who may have

become volatile will be removed from the classroom in a manner which is safe for all.
Bethany Maddox

Student Motivation

I will strive to instill intrinsic motivation into my students so that they have the ability

now and in the future to motivate themselves. This idea is from Harry Wong, who believes that

intrinsic motivation is the most effective form of motivation. Because my students will be, after

all, second graders, I plan to implement Classroom Dojo fairly and consistently in order to

reward my students for their positive actions, and offer them motivation to keep doing so.

Though Classroom Dojo is a form of extrinsic motivation, it allows the students to see short-term

concrete consequences of their positive behaviors, and points will be given for actions or

behaviors which uphold the environment of respect I wish to maintain in the classroom.

Motivating students who are at different achievement and/or motivation levels from the

norm will be addressed using a differentiated instruction. In the case I have students in my

classroom who find little value in programs such as Classroom Dojo, I must get to know that

student or students on a personal level in order to know what may motivate them. Once those

motivational factors are decided, I will keep them in mind when differentiating my instruction as

well as while I am planning my incentive opportunities.

Bethany Maddox

Classroom Engagement

I will use a variety of instructional methods in order to keep my class engaged.

Differentiating my instruction for all learning levels in my classroom will ensure that each child

will be adequately addressed by the lesson, and will feel confident with the material moving

forward. Incorporating hand-on activities, videos, projects, performances, and other various

means of instructional delivery will ensure that students do not feel lectured at or bored by the

content.

A personal interests survey will be administered at the beginning of the school year in

order for myself to gain knowledge of what my students like to do and what things they are

interested in. The more of these things I can incorporate into my instruction throughout the entire

school year, the more my students will feel represented and engaged in their learning.