Running head: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

Nicole Anderson

Michigan State University

CEP 883
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Abstract
CLASSROOM MANAGEMENT PLAN

WHY EDUCATORS SHOULD LEARN AND IMPLEMENT

                For my final project, I have chosen to focus on the implementation of classroom

management strategies. I chose this specific subject because I wanted to improve on my own

classroom management in the art room. As educators, we should strive to learn more classroom

management techniques to manage student behavior and increase student motivation. After

completing the Units in this course, I have picked six focus strategies that I plan to implement

next year in my own classroom. After learning about building relationships with students,

creating classroom norms, organizing the physical arrangement of the classroom with intent,

creating a classroom behavior take home note, and creating lessons that meet students where

they are at to help build and foster the most equitable learning environment. I think all of these

strategies will be important to minimize discipline problems and help to gain more instructional

time. 

 
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HOW I WILL IMPLEMENT

(1) TEACHER-STUDENT RELATIONSHIPS

                    The first strategy that I plan to implement is building teacher-student relationships.

Currently, I teach 30 classes which sees over 700 students a week. It is therefore crucial, to let

my students know that I care about them so they feel connected to me and the art room. There

are a few things that I am planning to implement next year to work on these relationships. A way

that I can do this is right at the beginning of class, I plan to greet students at the door. I have

found a great resource from Teachers Pay Teachers for students to choose what they would like

their greeting to be. Students could choose a wave, handshake, hug, high-five, or  fist bump.

Students can choose which greeting they would like to do with me before entering the room.

Chapter 1 of Jones (p.11), they say that the “frequency and quality of teacher-student interactions

affected student achievement.” If I get to know my students better, they could trust my teaching

more and I could better meet their needs. 

                   After completing the Units, I have realized that having informal conversations are

helpful to understand more about my students’ lives. In this course, it would have been beneficial

for the teachers to know Schwanda more to incorporate interesting assignments. To change

motivation, I could emphasize the purpose of the activities and integrate student interests. Jones

& Jones (2016) discusses the importance of connecting curriculum to students’ lives which could

then make the student more engaged. For my case, I think with the amount of students I see, this

would be great to learn more about my students. I could do this during work time so I can walk

table to table to check in with my students. It also could help me understand if a student has

things going on at home or any trauma which could interfere with the student being their best

behaviorally and academically. There are a few advantages of a learner-centered classroom that
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benefits our students. One benefit being that teachers can understand why misbehavior is

occurring in their classroom because misbehavior occurs for a reason (Sprick 2009, p. 21). This

approach could also lead to a more productive school day.  I can create more engaging

assignments for my students by knowing their interests which would ultimately help build

positive relationships. When students see the value in what I am teaching, there will be more

engagement and less misbehavior. This can also help me plan more effective lessons and

individualized learning goals for my students. I also would like to work on giving positive,

descriptive, and accurate feedback (Sprick, 2009). Students will benefit from specific feedback

such as they doing well on showing texture with the way they used the colored pencils for the

trees. This allows students to know exactly what they did successfully and are more likely to do

it again. It also would be helpful to give feedback during the time students are working on the

project versus at the end of the project. Figure 2. Effective Feedback gives suggestions on what

that could look like in the art room. 

Figure 1. Greeting Sign Poster, Smiley's Creations (2019)

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Figure 2. Effective Feedback, The Art of Education (2017)

(2) CLASSROOM ARRANGEMENT

                    Another strategy that will be implemented for better classroom management is the

room design. After completing Unit 3, I realized that using the cluster design would be most

beneficial in the art room according to Spring (2009). This type of layout allows for easy access

for student group work as well as an easier way for me to rotate around the room to reach all of

my students. Students can also easily circulate around the room with this layout to do their art

jobs as well as gather materials. It has great potential for cooperative learning projects and a way

for me to help students individually. Students can share techniques they learned or performed on

a project and help each other complete the task. It is also a great arrangement for quick “turn and
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talk” questions such as, “in just a moment, turn and talk to the person next to you about the first

word that comes to mind when you look at this painting”. Students then have someone right next

to them to share their opinions with. Jones & Jones (2016) states that students who feel accepted

by the group, "are then able to concentrate more fully on learning and are willing to take greater

risks in attempting to master new skills" (p. 97). Some ways that I have tried to eliminate

distractions is not putting anything on the tables such as pencils or supplies until the lesson is

over and they are ready to begin on their artwork.

Figure 3. Classroom Map, Image created on personal Google Doc

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(3) CLASSROOM NORMS

                    Another strategy that I want to implement next year is creating and building better

explanations for norms and procedures and why we do what we do in art. After reading Chapter

6 from Jones and Jones (2016) the text mentions how students obtain greater achievements when

the teacher established the rules and procedures. I think it would be helpful to my students in

understanding that I implement the norms in the classroom because I care about their learning

and who they are as human beings. Sprick (2009) states, "when a teacher has low expectations

for students, they achieve less than if the teacher has high expectations" (p. 40).  The text

mentions how after receiving training and information on implementing these procedures in the

classroom, the teacher behavior changes creating a change for student behavior. I am looking

forward to next year already because of these new understandings of what classroom

management is. I am already planning on creating classroom norms with my students and how I

can keep myself and my students accountable for following these norms. I think my

implementation of these practices from Jones and Jones (2016) will help build a “safe climate”

and my students will “benefit from learning about their rights as citizens and seeing that these

rights and their dignity are upheld and fostered in the school environment.” In today’s climate

and current social events that are happening, it is crucial for me to make sure I am being

supportive and equitable to all of my students.

Norms explained and modeled:

-Entering and exiting the art room which includes lining up

-Sitting in a seat

-Voice Level Chart (Figure 4)

-Using art supplies

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-Art Jobs (Figure 5 and Figure 6)

-Table folders

-Call & Response (Figure 7)

-Going to the bathroom 

-Lesson time

-Independent and table work time

                 I am hoping by going over these norms, students will understand what is expected of

them. Students will be modeling and explaining what the norms are during the first few weeks of

art. Students should be able to understand what noise levels are appropriate and when (Voice

level chart), what to do for an art job (Art jobs poster), what do during a call and response (Mona

Lisa Poster), how to enter and exit the art room (model and practice every art day).

Figure 4. Voice Level Chart, Alst (2016)

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Figure 5. Art Job Worksheet, Image created on personal Google Doc

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Figure 6. Art Job Assignment, Image created on personal Google Doc

Figure 7. Call and Response Poster, Bigsby & Michael (2015)

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(4) CLASSROOM BEHAVIOR DOCUMENT

                   Another classroom management strategy I would like to implement next year, is a

behavior problem worksheet. This is a way for me to communicate with parents and students on

behavior. Jones & Jones (2016) states, "Studies indicate parental involvement in their children's

educational experience plays a significant role in these students' academic successes" (p. 129). I

also could use this as a way not only to let parents know when there is a problem with behavior

but also 'success’ in behavior. By reinforcing behavior with more positive feedback, I will

communicate to my students that they are capable and noticed. I have created a take-home note

which you can see in Figure 5 that focuses on the three school rules of Being Kind, Being

Respectful, and Being Responsible. 

                   I was also interested to read in Jones and Jones (2016) on pg. 310 that studies have

found that using more of a personal approach to addressing behavior has better results than

taking away something such as Dojo points. Prior to giving out the behavioral note, it would be a

good idea to include verbal and nonverbal cues when addressing behavior. I think this would be

a good way for a student to know that I am watching and support them. I could make eye contact

or tap them on the shoulder and point to a specific classroom norm if one of the norms is not

being followed. If it is a noise level problem, I can point to what the expected noise level is

supposed to be such as a Level 1 for a whisper. I also have created a problem-solving/behavior

form that was inspired by Jones & Jones (2016) based on Figure 8.6. I created one that I could

fill out due to having younger students that might not be able to fill out a worksheet by

themselves.

 
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Figure 8. Behavior Form, Image created on personal Google Doc

(5) MEETING STUDENTS' NEEDS

                    Throughout the Units, I have read about different students each week that each

required different management strategies to be solved and implemented. I realized that each

classroom culture is different as well as each student is different. I am starting to believe the key

to classroom management is meeting students where they are at socially, emotionally,

behaviorally, and academically. All of those things play a factor in how successful they can be in

the art room. So the last strategy that I plan to implement has some layers in it because I think it

is crucial to meet those needs with designing lessons and creating a safe environment geared

towards my students' individual abilities.

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                  I instantly began thinking of what art activities or art projects I could implement so I

feel closer to my students and understand their personalities more. Students will feel more

competent and connected to what they are doing if I am intentionally creating art activities that

they are confident and motivated to create. To increase motivation, I could emphasize the

purpose of the activities and integrate student interests. Jones & Jones (2016) discusses the

importance of connecting curriculum to students’ lives which could then make the student more

engaged. Check out ways to increase student motivation on this page, Click here → Student

Motivation. 

                 A suggestion from Champ (2009) for trying to get rid of unwarranted behavior is to

“modify work that is too difficult for the student who is not completing assignments.” If I try to

understand what my student’s reasoning is for not working on assignments or following

classroom norms, I can help either alter or create a plan for their individual needs. When

understanding that each student has a different learning style and has had a different upbringing,

it will also allow me to be able to create an individualized learning plan. 

                I also would like to make two changes to the classroom. The first one is to have a

classroom mailbox. This mailbox will allow students to tell me things that they want me to know

if they don’t feel comfortable to tell me in person. The mailbox idea can be related to Jones &

Jones (2016) theory on students’ future success and the quality of learning will be enhanced in

the classroom and school environments that emphasize collaboration and caring. The second

thing I would like to implement is creating a safe space for students to go. This will allow

students to feel comfortable and safe in their learning environment.

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(6) CREATING A TRAUMA SENSITIVE CLASSROOM

               Creating a trauma-sensitive classroom according to Flannery (2019) is a space

where students can feel safe and build resilience. The first thing I think that is helpful in

creating a trauma-sensitive classroom is understanding what trauma is and how it can affect

children and their learning. According to the Substance Abuse and Mental Health

Organization (2014), trauma is "an event, series of events, or set of circumstances that is

experienced by an individual as physically or emotionally harmful or life threatening and

that has lasting adverse effects on the individual's functioning and mental, physical, social,

emotional, or spiritual well-being.” Students that have had exposure to adversity could have

affects on the development of brain, impulse control, addiction, neurological reasons to

engage in high risk behavior.

Ways to Help Students with Trauma

 Out of school suspensions are inappropriate response

 Create a safe space that includes an area for them to go to alone
 Form positive relationships, build trust
 Teach social-emotional learning such as mindfulness, problem solving, etc
 Create choices, maybe in instruction, seating, or how they want to do restorative
practice
 Teach students about self-care, awareness, and positive reinforcement

           Next year, students might even have more trauma and hardships due to our recent

pandemic and racial injustices. Students might be having even more behavioral and

emotional changes due to trauma. I can be aware of these changes and allow my students to

have a safe and open conversational space in art. I am hoping to learn more about

mindfulness and self-regulation strategies to help my students process what is going on in

their brains. According to Beem (2018), trauma-informed education focuses on helping to

teach and support self-regulation and to build relationships with the children. 
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REFLECTION
              Overall, by learning and engaging in these best practices, I will be helping my

students become....Jones and Jones (2016) also brought up the importance of classroom

management that reflects the teacher’s beliefs and personalities but it should also reflect the

students’ beliefs. This made me think about creating mutual understandings and

expectations for their art class. That way students can agree on the process such as having a

conversation with my student first before a consequence happens. 

               The more I worked on this final project, the more I realized how integrated these

“best practices” are. Each one weaves into another and is critical for the success of optimal

classroom management. I have come to believe now that it is not just the educators role in

creating rules for the class but more of a facilitator and working with your students to help

build the community. The classroom and your students become the ones shaping the norms

and routines every day. It is our role to empower and reinforce where our students are being

successful as well as our role to let our students know how they can be successful. 

REFERENCES

Alst, J. (2016). Make, Take, and Teach: Voice Level Chart. Retrieved June 10, 2020, from

https://blog.maketaketeach.com/voice-level-chart-freebie/

Beem, J., Loudenback, J., & McMahon, D. (2018, October 15). Trauma-Informed Elementary

Teachers Explain Trauma in the Classroom. Retrieved June 11, 2020, from

https://chronicleofsocialchange.org/subscriber-content/what-exactly-is-a-trauma-

sensitive-classroom/32099

Bigsby, A, & Michael, D. (2015) VAEA. "Mona Lisa Quiet” Art History as Classroom
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Management. Retrieved June 18, 2020, from

https://www.slideshare.net/DorieMishael/classroom-management-through-art-history-

55110408

Flannery, M. (2019). How Trauma is Changing Children's Brains. Retrieved June 11, 2020, from

http://neatoday.org/2016/05/17/trauma-and-children/Hit Reset: Educational Resources:

Trauma & Brain Health. (n.d.). Retrieved June 11, 2020, from https://www.hit-

reset.org/trauma-brain-health 

Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities

of support and solving problems (11th ed.). Pearson Education.

SmileysCreations. Morning Greeting Signs Page and Icons. Teachers Pay Teachers, Retrieved

June 16, 2020, from https://www.teacherspayteachers.com/Product/Morning-Greeting-

Signs-Page-and-Icons-4771385 

Sprick, R. (2009). CHAMPS: A proactive and positive approach to classroom management

(2nd ed.). Ancora Publishing.

Substance Abuse and Mental Health Services Administration. (2014) SAMHSA’s Concept of

Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA)

14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.

The Art of Education. (2017) 4 Components of Effective Feedback. Retrieved June 19, 2020,

from https://theartofeducation.edu/2017/11/10/4-components-effective-feedback/