MAMTA MATAI

1804031753
EDCO 604

CLASSROOM MANAGEMENT POLICY PAPER

INTRODUCTION

Teachers play a critical role in affecting the future of any nation. It is the
teacher’s responsibility to provide the instructional program and classroom environment
that allows each child to develop his or her capacities to the fullest. A well organized and
efficiently managed classroom is the essential foundation upon which a solid instructional
program and a climate of mutual respect and caring between students and teachers should
be built. I strongly believe that a well-managed classroom is a classroom where both
academic and social-emotional learning takes place. A well-managed classroom has an
environment conducive to learning which facilitates active participation and where students
acquire skills and ability to express their emotions. Classroom management extends to
everything a teacher does to achieve the above-mentioned objective. It includes but is not
limited to her behaviour, for example her positive attitude and happy facial expressions,
establishing respect and mutual trust, maintaining safe environment which is inviting, clean,
well-lit, filled with intellectually stimulating material, using well-planned content material
and resources, integrating appropriate technology seamlessly and planning activities to
engage student interests, passion and intellectual curiosity. A classroom which has all these
elements and more, where students enjoy their learning experiences each day, building
strong social relationships with peers and teachers is a well-managed classroom.
Developing an ideal classroom that is well managed does not require any special
or superpower, but it definitely requires a lot of careful planning, implementation effort and
a positive attitude. The objective of my classroom management plan is to assist me to create
an environment which provides safety, sense of belongingness, autonomy, and enjoyment
to students and support a structured and smooth student-centred learning. Minimum
disruptions will be aimed at by following instructional management techniques of
"withitness", overlapping and avoiding dangles, fragmentation etc. The foundation of my
plan is built on following essential elements: positivity, consistency and most important of
all, respect. It is based on the strong belief that students should be taught "self-control" and
not be controlled. Establishing a democratic classroom and giving students responsibility is
the core objective of my plan. I strongly believe that by allowing students to participate in
establishing rules, procedures and making them understand the relevance of curriculum will
motivate them to do activities for enjoyment, feel a sense of accomplishment and have a
desire to learn. The task of facilitating this entire enjoyable academic and socio-emotional
learning will be assumed by me and effort to build a strong positive relationship with the
students and knowing them will be initiated from day one.
The underlying philosophy of this plan is inspired by theorists Kounin, Glasser
and Marvil. Demonstrating withitness, momentum and smoothness, group alerting,
overlapping and challenge arousal are important aspects which help to curb misbehaviour in
the classroom. A conscious effort should be made to avoid dangles, fragmentation and
satiation. (Kounin,1970). “Withitness” which is the teacher’s ability to know what’s going on
in all parts of the classroom at all times or in other words have “eyes in the back of their
heads” is essential to prevent disruptive behaviours. Momentum and smoothness in the
content delivery which is a result of thorough lesson planning and mastery on the subject,
keeping the students actively involved and holding the students responsible minimize
behavioural problems. Kounin (1970), changed the focus of classroom management from
discipline-based reprimands to management based on the dynamics in the classroom.
Another theory which is at the heart of this plan is the “choice theory” by
Glasser. Students behave in specific ways based on their "choice" to meet one or more of
their own innate basic human needs which are the need for survival, need to belong, the
need for power, need for freedom and need for fun. (Glasser,1997) If these needs are well
understood and addressed then disruptive behaviours can be minimized. By having students
participate in forming rules and procedures they become more accountable. By giving
students an active role in how and what they are taught will not only make them feel
empowered and satisfy their need for freedom but will also tap into a vast source of intrinsic
motivation. Building a strong and positive relationship and knowing the students well is
imperative for implementation of this theory.
 Finally, last but not the least, the theory that I strongly identify with is
Discipline without stress, punishment and rewards -by Marvin Marshal. Marshal rightly
compares classroom management to a floor by saying that one may not notice it when it is
there but without it, its lack is readily apparent. Marshal recommended the three essential
practices for successful classroom management: positivity (Communication in positive
terms), empowering through choice (eliminating coercion) and encouraging reflection (the
actual change). Teaching students the hierarchy of social development, asking students to
reflect on their behaviour and eliciting changes in behaviour are the three phases of “The
Raise Responsibility System” model suggested by Marshal. Marshal promotes the use of
authority if required without being punitive. He advocates a totally non- coercive but not
permissive approach to classroom management. Implementation of this approach will
empower young students to resist victimhood thinking.
I strongly believe that positivity is more constructive than negativity, People
choose their own behaviours and hence an attempt to control any behaviour by extrinsic
measures can give only temporary results. It is only when the motivation is from within does
a student change his or her behaviour for good and they become life-long learners,
independent decision makers and more importantly responsible citizens. Based on this
philosophy and inspired by theories mentioned above, the physical layout, classroom rules,
routines, student’s responsibilities and behaviour management strategies as tools to
manage a classroom where effective learning can take place has been proposed.
PHYSICAL LAYOUT OF THE CLASSROOM

The first component of the process of classroom management is the

physical design of the classroom. To fully capitalize on the benefits of active learning,
physical space must support and enhance the pedagogies employed in the classroom.
Students need to be in classrooms that inspire them, spaces that are light, airy and filled
with work that they aspire to do. Students spend approximately thirty per cent of their time
in classrooms and hence they should have a voice in reorganizing the classroom if required.
Organizing a classroom will be treated as an opportunity for community building, students
will be encouraged to draw pictures of an ideal classroom they have in mind and
suggestions that are beneficial and can be incorporated, will be positively done. A
democratic and fluid structure of classroom which nurtures positive learning attitude and
inviting atmosphere is what has been aimed at designing my classroom.
To incorporate a variety of instructional methodologies, including lectures,
group tasks, demonstrations and peer to peer teaching, flexible furniture will be used.
This will facilitate fluid transitions among multiple teaching modes. Movement is key to
active learning, to facilitate movement so that students are more interactive, collaborative,
comfortable and engaged in class, minimum furniture will be placed. This will also support
the objective of less dense classroom resulting in more attentiveness and less distraction.
Integration of technology is imperative to support collaborative, research-based learning in
a 21st-century classroom. Equipment required to support this objective are smart board,
laptop, printer and its supplies and a high- speed wi-fi connection. A charging station for
laptops and i-pads is a must to support the BYOD policy adopted by the school. Enough
stocks of stationery and supplies will be maintained at all times.
 Calmness, relaxation, happiness and comfort are feelings elicited by
colours such as blue, which has been chosen as the colour of walls for my classroom. The
yellow coloured furniture will add a splash of colour to enhance the décor. Small plants
placed near the bean bags are members of my classroom to help maintain optimum levels
of oxygen in the classroom.
 As shown in the layout above, students’ desk will be placed to make a U-
shaped seating arrangement. This will create an environment rich in discussions and
facilitate collaborative, discussion-based and think-pair-share learning style. It will also allow
my class to enjoy eye contact and facial expressions as they share ideas. Three big tables
without chairs are placed in the classroom to facilitate group research work and group tasks.
Cabinets will have named individual shelves for students to keep their personal belongings.
My desk has been placed on the left corner to have a non-obstructive view of all
students, a stool right in the middle of the U will be used extensively to facilitate and hold
effective discussions. There is enough space for me to walk around to each student and
effectively organize group learning activities. Two bean bags are the "comfortable chairs" to
cool down and comfort upset students and a suggestion box will take care of students'
voices and choices.
Out of the three bulletin boards, the one next to my desk, being the most
conspicuous one will display:
 Class Constitution
 Emergency information including evacuation route and lockdown procedure
 Important class and house notices
 Daily schedule and agenda
The bulletin board on the side wall close to the door will be named as the “Wow Wall” and
will exhibit student’s impressive and creative pieces of work and on the third bulletin board,
subject-related content will be displayed.
An aesthetically pleasing and fully functional classroom is the secret weapon to
win the ongoing battle of closing the achievement gap and raise the overall student
achievement. The physical environment of the classroom not only impacts students'
behaviour and attitude but also enhances a teacher's capabilities. A clean, spacious and
organized classroom environment is a prerequisite for effective classroom management.
CLASSROOM RULES

Establishing clear classroom rules for general conduct is the first step that
should be taken to dissuade misbehaviour. Rules must be created proactively and not as an
afterthought. Establishing and implementing clear rules is a vital aspect of effective
classroom management and go a long way with respect to developing an environment
conducive to learning.
I strongly support the idea that students should participate in establishing
rules. This will not only make them take ownership and be accountable, but also make them
feel empowered and valued. Modelling collaboration by working with the students in this
rulemaking procedure will provide a meaningful and interactive learning experience to
them. They will have a clear understanding of classroom expectations and will leave less
room for confusion.
To execute this approach, a class meeting will be held by me to discuss the
importance of rules and to generate ideas from students. The discussion will, however, be
guided by me to establish rules which should meet the following criteria: -
 Rules should be reasonable in number. Approximately four to six rules will be
established. This will take care of not being overly rigid while covering all critical
aspects of behaviour which are safety, respect and making appropriate effort.
 Rules must be simple. Students should inherently understand what it exactly means.
The simpler and clearer rules are, to begin with, the more impactful they'll be.
 Rules must be worded appropriately. They must be written in a positive language
and should leave no room for any uncertainty. Any doubt over what constitutes
breaking rules lead to arguments and resentment.
 Rules must be expansive. They must cover every possible misbehaviour, this is
because if a consequence is enforced and it can’t be cited confidently which rule has
been broken, students may lose trust.
Keeping these criteria in mind, proposed rules to be discussed
with students and generated are listed below:
 Respect others at all times
 We keep our hands and feet to ourselves
  Follow directions the first time given
 Respect all property
 Use kind words
 Raise hands when you want to speak.
To ensure that all the students interpret each rule correctly, rules will be
discussed with everyone. Appropriate behaviours will be modelled and violations will be
discussed to leave no room for any misunderstanding. The rationale behind each rule will be
explained improving the likelihood of their observance.
Once the rules are generated, they will be placed in the most prominent area
of the classroom which is the bulletin board next to my desk. They will be displayed high and
in bold, signed by all the students and titled as “Class Constitution.” Reading them aloud
after long weekends and holidays will ensure proper reinforcement.
DAILY PROCEDURES, ROUTINES AND STUDENT
RESPONSIBILITIES

Routines are essential for the overall fluidity of the classroom. They
are the backbone of daily classroom life. Routines don’t just make life easier, they save
valuable classroom time. When routines and procedures are carefully taught, modelled and
established in the classroom, students know what’s expected of them and how to do certain
things on their own. Having these predictable patterns in place allows teachers to spend
more time in meaningful instruction. Routines and procedures can be classified under the
following categories:

Movement Routines
These routines provide students with explicit steps for entering, exiting, and moving
about in the classroom. Some of the common movement routines for my class are listed
below:
 Arriving in the class
 Using the restroom
 Exiting and entering the class during emergencies or evacuation drill
 Exiting the classroom as a whole class
 Sharpening pencils
 Getting and returning supplies
 Drinking water
 Moving chairs for group tasks
 Leaving for a clinic, taking medicines
 Arriving late with thepass

Lesson-Running Routines
 These are routines designed to facilitate tasks that occur regularly during
instructional lessons some of the examples in this category are:
 To ask for teacher assistance
 Material distribution
 Collection of papers
 Early completion of assignments
 Missed work assistance
 Transition to another set up for change in learning style
 Student attention during instruction

General Procedures:
These routines include all other routines that teachers and students must
complete to keep the class running smoothly. These include:
 Taking attendance
 Updating the calendar
 Watering plants
 Storing personal belongings
Importance of deciding on procedures that allow the above tasks to be
completed in an efficient and orderly manner should not be overlooked. Procedures for key
areas for my classroom have been crafted as below:
 Routine for arrival and dismissal: Initial arrival: Enter quietly; remove your backpack and
put it on your shelf; turn in your homework; begin the “Do Now” listed on the board.
Dismissal: Clean up your desk; pick up any trash within three feet of your desk; stack your
chair slowly; take homework for the day; wait quietly to be dismissed.
 Routine for material handling: Share group supplies; recap markers and glue; put it back
after use in your group basket.
Handling seatwork pages: Write your name and id on the left corner; write the date on the
right corner; once work is finished quietly hand it over to the group leader for the week
 Routine for transitions and interruptions: For restrooms and drinks: Ask permission at the
beginning or end of the lesson; sign out on the clipboard; sign back on return.
 For visit to a clinic: Ask permission anytime; request group of the week for assistance;
quietly sign out; sign in on return.
 Routine for group work: Getting into groups: Pull your chair silently to the group table; take
other material required; greet your group; contribute positively; complete task; thank
group; pull back your chair to the seat.
 Routine for drawing student attention: whenever I say macaroni and cheese; say silence
please; freeze for 2 seconds; turn and face me; pay attention; be ready for instruction.
All of the above routines will be modelled and students will be made to
practise them so that they can be carried out efficiently. Each procedure will be practised at
least thrice in the first week and twice in the second week so that everyone gets it right.
Since the brain envisions images, rather than words, visualization of correct procedures will
be encouraged.
Students will not be involved in the generation of routines but they will be
given responsibilities for their execution so that involvement is elicited. This will ensure
distribution of work, foster student responsibility and promote an overall cooperative
classroom environment. Students feel important when they are assigned responsibilities.
Some of the tasks that will be given to students to perform are reading morning
announcements, watering plants, distribution and collection of seatwork assignments,
displaying “thought of the week” on the bulletin board organizing supplies. These will be
given in rotation to each student for a week to give all a fair chance.
BEHAVIOUR MANAGEMENT AND ADDRESSING
DISCIPLINE ISSUES

The background for behaviour problems can have a rather wide

range, including a need for attention, boredom, emotional instability and defiance of
authority. Inspired by Kounin, prevention strategies like “withitness", overlapping,
momentum and signal continuity to avoid an occurrence of misbehaviours in the first place,
will be adopted by me for behaviour management. However, should any misbehaviours
happen, discipline plan based on Marwin Marchall will be followed. No punishments or
rewards are given in this plan.
Students will be made to understand that discipline is their responsibility
and they will be helped to redirect irresponsible impulses. Students will be proactively
taught the hierarchy of four development levels described below, choices will be offered
and reflection on the misbehaviour will be prompted.
(D) Democracy (develops self-discipline, demonstrates initiative, displays responsibility,
democracy and responsibility are inseparable, internal motivation)
(C) Cooperation/conformity (considerate, complies, conforms to peer pressure, external
motivation)
(B) Bossing/bullying (bothers others, bullies others, breaks laws and standards, must be
bossed to behave)
(A) Anarchy (absence of order, aimless and chaotic)
Level A and B are unacceptable, Level C is the expected behaviour
although motivation at this level is extrinsic and level D is the goal, which is doing the right
thing because it is the right thing to do. Disruptions will be handled by checking for
understanding. Once the disrupting student acknowledges the chosen behaviour level, self-
evaluation will happen and the student will then be asked to reflect on the self-chosen
behaviour. Continued or repeated disruptions will be handled by guided choices or eliciting
from the doer the consequence for himself or herself. Authority will be used but without
being punitive. If the misbehaviour still resumes, the student will be made to fill a self-
diagnostic referral form which will be shared with administrators and parents or both.
CONCLUSION

To sum it up, it is quite evident that classroom management requires ample

of careful planning, sincere effort and positivity. Classroom management is the foundation
on which effective instructional strategies and good curriculum design are built. Readiness is
the primary determinant of teacher effectiveness hence successful teachers have a
classroom management plan ready on the first day of school so that they are well prepared
to welcome students with positive expectations. A carefully drafted plan based on the
personal philosophy of the teacher, incorporating the layout to address various pedagogical
learning styles, clearly stated rules, consistent procedures or routines and behaviour
management strategies is a tool to successfully manage a class from day one.
The objective of the proposed classroom management plan is to create an
environment which is inviting, where positive social relationships flourish, minimum
disruptions occur and a quality learning takes place. Quality is what makes learning pleasure
and a joy. The password to quality learning is to structure student interaction and
involvement for maximum participation. To have a classroom which has a task-oriented,
predictable and inviting physical environment, set of rules and consistent routines to
structure the classroom for seamless workflow and having students choose to behave
responsibly is at the heart of this plan.
The key to classroom management is to teach a procedure for everything you
want your students to do. In contrast, the key to discipline is to induce students to influence
themselves so that they want to behave responsibly. The first public purpose of schooling is
to develop civility. This can only be achieved with self-discipline. Fostering discipline in
students by teaching them self-control, and not controlling or managing students with
external rewards or punishments, I wish to nurture self-motivated, responsible and life-long
learners. Imparting an enjoyable learning experience is my ultimate goal.

REFERENCES:
1. Garrett, T. (2014). Effective classroom management: The essentials. Teachers College
Press

2. Erwin, J. C. (2004). The classroom of choice: Giving students what they need and
getting what you want. ASCD.

3. Wong, H. K., Wong, R. T., & Seroyer, C. (2005). The first days of school: How to be
an effective teacher. Mountain View, CA: Harry K. Wong Publications.

4. Marshall, M. (2005). Discipline without Stress, 1 Punishments, or Rewards. The

Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 51-54.