Sydney Moss

Classroom Management Plan

It is often said that good classroom management can be seen, but it is sometimes hard to
pinpoint what exactly it is that makes the classroom run so smoothly. That’s because there are so
many different things that come together to make up a successful classroom management plan.
There are many things that go on behind the scenes that you cannot see for yourself if you were
to walk into a classroom one day. What will be apparent, however, is how smoothly the
classroom is operated and how well the students behave. Although there are many areas involved
with management, there are four main areas that should be our main focus.

Procedures/Structures/Routines
One of the main things I learned about procedures and routines is that they need to be taught! We
cannot just expect our students to know how we want them to operate while in our classroom; we
have to teach it and let them practice it in a safe, consequence-free environment first. Some of
the main procedures I want to include in my classroom management plan is a procedure for
starting class, getting attention, how to get into and out of group work, and how to hand in our
homework (just to name a few!). The main thing I want to establish with my kids is that my
expectation each day is that we come to class ready to learn! That means that their desks should
be clear other than the supplies they need for class, such as notebook, textbook, and a pencil. I
also really want to implement group work as well, so there will be a routine for how we quickly
and quietly transition to and from our groups. With the transition of group work comes the need
for us to have a way for me to get their attention. I really liked the idea we talked about in class,
which is to use some sort of noise, like a chime or doorbell. Students will learn exactly what it
means when they hear it. As I mentioned before, all of these routines and procedures would need
to be properly taught first before I can start to implement them and expect students to do them
seamlessly.

Engagement and Participation

Full engagement and participation can be a tough thing to accomplish with students and it
especially depends on what grade level you are teaching. I plan to teach the middle and high
school levels, so it can sometimes be harder to find something that keeps all the students engaged
and listening throughout the lesson. There are some tips and tricks, however, that can help
maintain their focus and attention. One big thing I learned this semester was to try and get
students up and moving if it seems like you are starting to lose their attention. Adding movement
into the lesson is a sure way to get them to wake up again and regain their attention. Another
thing I want to implement is a lot of student collaboration, which I plan to do through pair and
shares and other peer discussion strategies. This helps to keep the learning in their hands and
gives us teachers a break from talking the whole lesson! Something I tried in my placement this
semester is the use of white boards to ensure that all students are participating, and it worked
really well, so I plan to keep using that strategy. Lastly, the biggest thing I want to implement in
this area is how I plan to do my instruction. I have had a lot of success with first explaining and
modeling the new content. Then we move to guided practice, where students try on their own,
Sydney Moss
Classroom Management Plan

but I am still there to help (or a partner). The last step is independent practice, where students
work on their own and demonstrate their learning. This method helps to ensure that students are
still engaging in the lesson and trying their new skills in a safe, grade-free environment.

Rapport/Connection
One of the biggest areas that contributes to classroom management is rapport and connection. To
me, this has to do with building relationships with our students. Building relationships is what
leads students to trust us. With this trust, they are more likely to learn and grow. They know they
can trust that we have their best interests in mind at all times. Good relationships help to
establish a safe learning environment for all our students. In order to help build these
connections, teachers have to be approachable and friendly. Always greet your students with
kind eyes and a warm smile. One idea I really liked that I plan to implement is the idea of
greeting the students at the door each day. This shows them that we care and are happy to see
them and we welcome them into our space. Another easy way to build connections is to start
conversations with students during work time or even outside of the classroom. Find out what
their interests are and implement them into the classroom somehow. Simply asking how their
game went last night is a great way to show them that you’re interested in their academic and
social lives, because we care about them as a person, not just as our students. We should
encourage them at all times and make them believe that they are capable of everything we are
learning in the classroom. Create an environment that is open and welcoming, and the
relationships are sure to follow!

Behavior Intervention/Consequences
Behaviors are inevitable in any classroom. Even the rooms that run smoothly most days tend to
have a few behaviors mishaps here and there. It’s important that we have interventions and
consequences in place before the worst happens and things get out of control. If we don’t have
these plans in mind, our classroom management will suffer. The biggest thing is to be consistent
with our rules and consequences, meaning if we assign a consequence to a certain behavior, we
need to follow through. Another thing I learned in this class is to assume the best of our students.
Assume that they want to behave correctly, however, there are underlying issues sometimes that
cause them to act out. When implementing consequences, use a tiered hierarchy. Start with a
lower consequence and scale up the ladder as appropriate. Another thing when it comes to
consequences is to use a soft voice and soft eyes and assign consequences with choices. For
example, if a student refuses to put their phone away I may say, “you can put the phone in your
bookbag right now, or you can give it to me and I will keep it at my desk until the end of the
period.” That allows the consequence to be put into their hands, and they ultimately make the
decision for themselves. Another big thing to remember with behaviors is to make sure we don’t
escalate the situation further by arguing in class. Arguments and debates are to be done outside
of class time, in private, and it should be up to the student to find time to do so. I plan to use
simple redirects when appropriate, such as keeping proximity and giving “the look”, but I am
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Classroom Management Plan

also prepared to go higher up the hierarchy when needed. Overall, our consequences for behavior
should be fair and reasonable, but we should always hold our ground with students. Behaviors
can be tricky to handle, but with the right management plan in mind, dealing with the behaviors
can be less daunting.

I could go on and on about all the other things that make up a good classroom
management plan, but I feel like I would end up with a book! It’s important that new teachers
keep in mind that you won’t have the perfect classroom management plan the first year. Probably
not even the second or third for that matter. We must also keep in mind that what works for one
group of students may not work for another. With classroom management comes trial and error.
Come up with an idea, implement it, and see if it works. If it does, great. If not, find something
else to try! It can be tricky, but with experience and time, we will soon get a better handle on it.