Classroom Management Plan

by Casey Hague

Rationale

My management plan consists of routines that have been pre-

viously established in the class. These routines include, greet-
ing every student and parent/guardian at the door when school
begins and ends, going over the shape of the day, “class news” -
beginning of the week students will share what they did on the
weekend or what they are looking forward to during the week,
“Super Kid of the Week” - student is selected each week to make
a poster about their likes, dislikes and interests (poster is
provided by teacher) and the class will make a booklet of things
they enjoy about the super kid that is chosen. I have been try-
ing to accommodate all learning styles for each activity and
lesson I have taught. I will continue to do so as well, as pro-
vide the student-centered approach. I have been working on crit-
ical thinking with my students. Guiding them with questions that
reflect on their learning and thinking.
Classroom community is very important to me. Thus far, I
have been able to gain a positive relationship with my students.
There is much respect between us. I will continue to do so by
taking interest in their personal interests and lives and making
connections with them. Respect between teacher and student is
major. The same goes for student and student relationships. In-
evitably not every student will be friends however, mutual re-
spect for one another provides community within the classroom
and out. I will continue to talk with the students about their
differences within one another.

Classroom Routines

When the students arrive in the morning, they enter through

the outside backdoor, which is located across from the “Adven-
ture Playground” outside. If students are late arriving to
school, they need to sign into the office and enter through the
front door, which can be accessed through the hallway of the
school. Every morning the students will “Drop Everything and
Read” (D.E.A.R.) for about 20- 30 minutes. Each table group will
have a different book bin. Students can either choose to read
from the book bin given on their desk or may choose to go to the
library to find a book. At the end of the day, the students will
do a garbage check around their desks and the classroom. Each
student is expected to pick up at least 2 pieces of garbage be-
fore they are dismissed to get ready for home time. After they
have got their things to take home, they may line up by the back
door and leave as soon as the bell rings.
Student helpers are selected randomly. The classroom has
two names on the wall each day which determines who will be the
special helpers that day - those names are rotated daily. Spe-
cial helpers are asked to help handout materials if the teacher
asks, stand at the front of the line when transitioning from
different classes, and change the calendar and daily weather
condition.
Expectations for the students during the lunch period are
to wash their hands before the eat, sit quietly while the
teacher is either playing a show/movie or is reading aloud to
them, and they cannot put their lunch away until the teacher has
dismissed them. During recess, the kids are allowed to bring out
a snack from their lunches and must line up at the outside door
of the classroom once the bell has rang to come back inside. The
kids are not allowed inside during short and long recess, unless
they are using the washroom, they are in a club (ex. Chess
club), or if they need to grab or put something away into their
backpack/cubby (depending on circumstances).
Whilst moving through the halls, the students are permitted
to stay as quiet as they possibly can, and running is not toler-
ated. There is a sign-in and out sheet for using the washroom.
The sheet is located by the front door and says, “I’m Not Here
Right Now” and their names are listed below. The students use
clothespins to select their name when they sign out. No more
than two students at a time may leave the room.
When distributing materials, I will decide based on what
materials they are whether or not I will hand them out or if I
will get the special helpers to help handout materials. There is
a finished and not finished bin at the front table located at
the front of the classroom. Depending on whether the student has
finished their work or not they can bring up what they have been
working on and put it in the designated bin. Daily routines in-
clude, attendance (popping their balloon which has their name on
it to sign-in in the morning), and calendar (which is done by
the special helpers of the day).

Classroom Set Up

When you walk through the front door of my classroom from

the hallway, there is a sink and cabinet storage above on the
right-hand side. If you look to the left-hand side, you will see
a tall filing cabinet and a desk with a desk top on it. The stu-
dent have cubbies to put their belongings and table groups, that
consist of either 3 or 4 kids per group. There is a carpeted
area, as well as kids work on a bulletin board in the classroom,
as well as outside in the hallway. Towards the front of the
classroom, there is a table that has a “Finished” and “Not Fin-
ished” bin. Students will put their work in the bin according to
wether they are finished the task or not. The table is mainly
for keeping materials, such as lessons that are being taught
that day, important notices or things the students need to take
home, and it is where an adult will sit to either check work or
prepare for activities and/or lessons. At the very front of the
room, there is a smart board and a white board. On the right
hand-side of the white board is the teachers main desk. Behind
the desk is more storage for the kids materials, such as writing
utensils, folders for putting work into, and learning materials
(ex pattern blocks). The back door, takes you outside, which is
right across from the “Adventure Playground”. The students are
dropped off and picked up at this door daily.

Expectations

During direct instruction, I expect each student to show

their “whole body” listening skills, which include, facing their
bodies when the teacher is speaking, voices are off, things that
may be distracting are put away, and eyes and ears are on the
speaker. When we are having a classroom discussion, the students
are expected to raise their hand if they have a question, com-
ment or connection. Sometimes the students will think-pair-share
with their table group members. Each group is expected to have a
discussion within their groups, following by having one person
from each group share what they discussed with the class. When
the students partake in experiments and STEM activities, they
are expected to listen to instructions - some instruction may be
more thorough than others as the students will be handling mate-
rials very carefully. Independent work time requires the stu-
dents to be focusing on their own individual work. If they are
finding it difficult to concentrate, they may work out in the
hallway. Group work noise level will depend on the activity. I
believe noise is a good thing and means that the students are
enjoying what they are working on. As long as I see engagement,
fun being had, and work is being accomplished within the stu-
dents that is all I care about.

Management Strategies

When getting the attention of the students I have been us-

ing a bell on the teacher’s desk to get their attention. It has
worked very well thus far. Outside of the classroom I will use a
whistle to gain the kids attention. The students have a gym
teacher, so I will not be in the gym with the students often.
Depending on the situation, if students are being disruptive I
will start by saying that student’s name. If the behaviour con-
tinues, I will then ask the student to put away whatever is mak-
ing them distracted (if a toy or some sort of material), if it
continues to be a distraction, it will then be taken away. If
they are making a noise, I will ask the student politely to stop
making the disruptive noises. If it continues, I will ask them
to sit by the teacher’s desk. If rude or inappropriate comments
are made towards me or other students we will have a private
conversation about it and have a discussion as to why these com-
ments were made, and how we can turn the day around. If there is
violence or aggression in any way from the students, I will ad-
dress right away that the behaviour they are showing is not ac-
ceptable then follow by asking to speak with them privately. If
I notice a pattern in these behaviours I would address it to the
classroom informally, such as reading aloud a book about kind-
ness, friendship and/or differences between one another. We
would then discuss things we noticed within the book and talk
about the words and their meaning.