Cordes 1

Sarah Cordes
Dr. Roshandel
TED 500
15 July 2019
Classroom Management Plan
The first procedure is that students will “Share the Air,” while in class. This means that
students are respectful of other classmates who are speaking during class discussions, circle time,
questions during instruction, etc. This also means that during circle time and class discussions,
students allow other classmates to have time to speak as well. In order for students to learn this
procedure, I will tell them at the beginning of the year. Demonstrating this procedure may also
be helpful as well because students will be able to see what it meant by “Share the Air.”
Demonstrations could be having a student interrupt another, another student preventing others
from answering questions, etc. I would also create a poster to hang in the classroom where
students can see and be reminded of the procedure. If students do not follow this procedure, I
will verbally remind the class to “Share the Air,” during instruction, discussion, etc. If the
misbehavior continues, I will give a verbal warning to the student. If the student still persists, I
would pull them aside and speak with them. There may be something causing them to act out, so
speaking with them may help me discover what that is.
The next procedure is the use of classroom materials and equipment. In order to keep
classroom materials and equipment in a neat, clean, and usable condition, students must take care
of them. In order to ensure this, students must ‘check-out’ any materials or equipment that is
borrowed from the classroom. There will be check-out/in sheets next to each piece of equipment
and set of materials. When the student uses the material/equipment, they must check it out. The
student must then check it back in when returning. When returning, students must ensure they
put it back where it belongs. If the piece of equipment is messy, students will be required to
clean it. If something is broken, students should notify the teacher. Demonstrating this procedure
would be the best way to teach students. I would show students where all usable classroom
materials and equipment are, where all check-out/in sheets are, as well as how to take care of the
materials and equipment. Having visuals set up of where the equipment and materials are will
also be helpful. If students do not follow this procedure initially, I will verbally remind the class
of the procedure. If it is still not followed, the student(s) will be required to help organize and
clean any materials or equipment that was not put away correctly and cleaned. If the procedure is
continuously not followed, students will lose privileges to using classroom materials and
equipment until proper procedures are followed.
The third procedure is the use of ‘brain breaks’ and hand signals when the student(s) need
a break. Throughout the day, students may need a ‘brain break,’ other than recess and lunch. If
this should happen, the student, or students, can give a hand signal letting me know that they
need a break. They can then go to the designated part of the classroom where they can take a
short break. Timers can be used to help ensure students don’t spend too much time. When
teaching students this procedure, I would first inform them where the designated spot is and the
timers. After doing so, I would teach the students that when a brain break is needed, they should
give me the signal, get up, and return without interrupting class. This will help ensure a better
flow of class. The hand signal can be decided upon as a class at the beginning of the year. When
students don’t follow this procedure, i.e. they spend too long, interrupt other students, or are
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taking an extraordinary amount of break, I would discuss the brain break procedure with the
class again. If the procedure is still not followed, I will discuss the procedure with the student.
This is one procedure where students will not lose privileges for not following because brain
breaks are important for students. However, students who are not following the procedure will be
monitored more closely.
The fourth procedure is bathroom passes and breaks. Each student will receive a certain
amount of bathroom passes each quarter/trimester. Once students run out of bathroom passes,
they can still use a bathroom break as long as it is not during a transition or instruction time.
Bathroom passes can simply be placed in the designated spot on the teacher desk or back table.
The student should then sign out before leaving the classroom, then sign in when coming back.
Students should make sure to use the bathroom before and after recess to help ensure less time
spent in class using the restroom. At the beginning of the school year, I will discuss the bathroom
pass system to the students, and show them where the drop off place is, as well as the sign out/in
sheet. If students do not follow this procedure, I will remind the class of the procedure. If the
student still does not follow, I will talk to the student about the procedure and what is expected
of them.
The fifth procedure is classroom jobs. Each student that has a job will perform their
respective jobs when needed. Some may be daily, others more sporadically. Some jobs may
include lunch monitors, pencil sharpener, librarians, etc. When students need a pencil sharpened,
or another need related to a job, the students must ask the person that holds that job. This will
help ensure that things run smoother in the classroom because the job holders have quality
control of their respective positions. In order to teach students this procedure, I will first describe
and show students each job. Students can then volunteer for each position. I will switch job
holders throughout the year, and when a switch occurs, the previous person trains the new. If this
procedure is not followed, I will remind students of the jobs and the procedure of asking the job
holder. If it is still not followed, I will speak with each job holder to ensure they are monitoring
their respective positions, and they can help monitor the class as well.
The sixth procedure is that when students leave the classroom, they will need to sign out.
There will be a sheet next to the door, and anytime students leave to use the restroom, get water,
are pulled out, etc. they will need to sign out. Students then must sign in when they return to the
classroom. This will help me keep track of students, especially if there is an emergency. To teach
students this procedure, I will show them where the sign-out sheet is and explain what is
expected of them. For the first couple weeks, I will remind students before leaving to sign-out
and sign back in when they return. After that, they should be able to perform the procedure
without being reminded. If the procedure is not followed, I will remind the class to sign out and
sign in. If it is still not followed, I will speak with the individual(s) who are not following the
procedure.
The seventh procedure is the use of timers. In order to help transitions occur quickly and
smoothly, I will set a timer for the amount of time given for each transition. The timer will be
presented so all students can see it. This will help them be responsible for their own time
management during transitions into different periods. To teach this procedure, I will explain the
reason for the timer, and my expectations of them. The class can have a few practice transition
sessions as well. If this procedure is not followed, I will remind students of my expectations of
them during transitions and what should occur when the timer goes off. If a certain student(s) is
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struggling to transition within the time, I may ask another student to help them clean up, put
things away, etc.
Each morning students will have a routine when for when they enter the classroom.
Before students enter the classroom, I will first greet them. After entering, students will move
their respective numbered stick into a numbered jar, marking their lunch order. The daily lunch
menu will be written on a white board by the front door and students will place their stick in a
can that corresponds with the menu. They will either mark that they brought lunch from home or
their order from the cafeteria. Sticks, cans, and the white board will be next to the door all year,
so students will be able to do this immediately when entering the classroom. Afterwards, they
will put their backpacks and lunches (if any) in the designated spot. These spots will be labeled
and remain the same all year. If there is any homework that needs to be turned in, they will do so
in the designated area. This area will be labeled and stay the same all year. If there are any other
notes, permission slips, etc. that need to be given to me, those will be placed on my desk or back
table in the given bin. This bin will also be labeled and stay the same. Afterwards, students will
head to their assigned seat and begin the morning activity. The activity may change daily, but
students are expected to work on it until the class transitions to circle time.
The daily agenda will be written on the board for the whole class to see. The agenda will
include the times, topics, and activities that will occur for the day. Throughout the school year,
the order of content areas probably won’t change. For example, students will work on science,
then language arts, then math, etc. This will help students know and expect what will happen
throughout the day. I will also post a calendar in the classroom so students know which day it is.
This calendar can also have important days, such as days off from school, field trips, guests, etc.
This will help students know when certain days are occurring, and they will be able to see them.
The next routine will be circle time. Every morning, after the morning activity, students
will gather for circle time. During circle time, students can share how they are feeling that day,
anything that happened the day before that made them excited or that they liked, anything that
has been bothering them, etc. This will help students to understand how their classmates are
feeling and if anything is weighing on them. This will also help me gauge where my students are
when they first begin the day.
Another routine is dismissal for lining up at the door. When students are asked to clean
up and prepare for dismissal, whether that be for recess, lunch, or the end of the day, students
will clean up their desk and the area around them, put their materials away, and wait to be
dismissed. After being dismissed, students will line up at the door. This will help students line up
in a less chaotic manner, and will help me ensure that transitions after recess and lunch will be
smoother.
There were four classroom rules that I felt were important. The first rule is: Students will
respect each other, classroom materials and equipment, guests, and the teacher. The second rule
is: Students should be respectful of differences in thought, strategy, background, culture, etc. The
third is: Students should be responsible for their own learning, behaviors, and actions. The last
rule is: Students should have all homework and materials ready for the day. These rules will be
established at the beginning of the year, and I will display them on a poster where students can
see. I can also have the class create their own set of rules for the classroom. This may help
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ensure that classroom rules, procedures, and routines are followed. These rules would also be
displayed for the class to see.
The main reward/consequence system that I would use is a class wide token system. For
example, the class can have a jar and marbles. When the class is doing tasks as directed,
following procedures, etc. they will earn marbles into the jar. However, if the class is off-task,
not performing the procedures, etc. they will lose marbles. When the class fills the jar with
marbles, they will get a special reward. This could be having time doing an activity they love,
having free time at the end of the day, having a class event, etc.
Another reward/consequence system would be team points. Each table team will be able
to earn points when they clean up their desks, wait for dismissal, perform tasks, are working
collaboratively, etc. At the end of each week, the table with the most amount of points will earn a
reward, such as special seating, stickers, etc. Table teams will change throughout the school year,
so each student will have a chance of earning the reward.
Another system would be “All-Star” time. Students who turned in all homework, and the
homework was 100% completed, will earn “All-Star” time. This time will be on an assigned day
during the week. Those who earned the “All-Star” time will be able to have free time to work on
an activity of their choice, such as reading, games, etc. Those who did not earn “All-Star” time
will spend this period completing their homework. This will allow them to complete it within the
classroom, rather than losing time at recess. This can also allow students to ask for help if they
didn’t understand the homework or the content.