Portfolio: Personal Classroom Management Plan 1

Portfolio: Personal Classroom Management Plan

Stevie Higbee

Grand Canyon University: EDU-450

October 6th, 2019

Portfolio: Personal Classroom Management Plan 2

Table of Contents

1. My Philosophy of Classroom Management (Page: 3)

2. Classroom Procedures (Page: 4)

3. Rules, Consequences, and Rewards System (Page: 8)

4. Communication with Parents/Guardians (Page: 10, also see brochure)

5. Student Engagement Strategies (Page: 14)

6. Professionalism (Page: 16)

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My Philosophy of Classroom Management

Classroom management is the car that drives student success. An effective classroom

management system is ultimately determined by the teacher. It is up to the teacher to effectively

plan their daily lessons and management skills play a large role in how that is all accomplished.

Teaching is ineffective without proper management of class time and expectations. The

engagement, motivation, and cooperation of the students are directly affected by the management

of the classroom’s short-term and long-term goals. Overall, management and teaching have a

direct relation to each other in the classroom, that is operated by a teacher (Charles, 2015).

Students are expected to participate in the classroom activities and follow procedures that

are given in order to avoid becoming bored, which is when students are most likely to get into

trouble. Students whom are busy participating in class discussion and activities have less time to

bother their neighbor, for instance. In a busy, and well managed classroom, there is more time

spent focused on the learning and less time focused on consequences. When students are being

told what they should do, instead of what they shouldn’t do, their responses are more positive

(Kagan, Kyle, & Scott, 2007).

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Classroom Procedures

Procedure 1: Entering the Classroom

Objective: Students will start the class off quiet, focused, and busy in order to create a
classroom environment that is conducive to learning as soon as class starts (Wong, 2013).

When procedure will be introduced, modeled, and practiced:

Teacher will introduce the procedure on the first day of school. The teacher will model the
procedure at the beginning of class on the first and second day.

Frequency of modeling and practice:

Students will practice this procedure a few times the first day until satisfactory.
Teacher and students will repeat when reinforcement is needed or when new students join the
class.
This procedure will be utilized every day.
Assessment and Feedback:
Teacher will watch for students that follow the steps correctly and will positively reinforce the
students.

Procedure Steps or Activity:

1. Walk in quietly.
2. Get organized before the bell.
3. Get into your assigned seat.
4. Begin working quietly on the first task.

Procedure 2: Coming to Attention

Objective: Students will give their attention to the teacher efficiently to maximize time for
teaching and instruction (Wong, 2013).

When procedure will be introduced, modeled, and practiced:

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Students will practice this procedure a few times each day, for the first week, until satisfactory.
During the first week, they will say the steps out loud and then after that they can do the
procedure quietly.

Frequency of modeling and practice:

Teacher and students will repeat when reinforcement is needed or when new students join the
class. The reinforcement will include practicing the procedure by saying steps as the teacher
holds hand in the air and

Assessment and Feedback:

A visual of “3, Please” will be posted in the classroom with the steps for any teacher or
classroom help to utilize.

Procedure Steps or Activity:

1. Teacher Says, “3, Please”
2. Teacher raises hand and counts to three.
3. When one finger is up, students say, “Face Teacher,” and do so.
4. When two fingers are up, students say, “Listen,” and do so.
5. When three fingers are up, students say, “Quiet,” and do so.

Procedure 3: Student Absence

Objective: Students will first seek help from peers, before teacher, to optimize time for
instruction (TFA, 2015).
.

When procedure will be introduced, modeled, and practiced:

This procedure will be introduced and modeled on the first day of school. It will then be
practices when it becomes necessary.
Frequency of modeling and practice:
The modeling and practice will be done as necessary when students are absent and need a
reminder.
Assessment and Feedback:
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Teacher will watch for students that follow the steps correctly and will positively reinforce the
students.
Procedure Steps or Activity:
1. Student is absent for a day(s).
2. When student it absent, work will be put in the “Absent” folder with the student’s name
and date on it.
3. Student is to retrieve their work from the folder and complete it.
4. If student needs help or instruction, they are to ask 3 classmates for help before they ask
the teacher.

Procedure 4: Class Dismissal

Objective: Students will maintain their attention towards the teacher efficiently to maximize
time for teaching and instruction by avoiding the students packing up early (Wong, 2013).

When procedure will be introduced, modeled, and practiced:

Teacher will introduce the procedure on the first day of school. The teacher will model the
procedure at the end of class during the first week.

Frequency of modeling and practice:

The teacher will model the procedure at the end of class during the first week of school. It will be
reinforced during the year if students begin to pack up early.
Assessment and Feedback:
Teacher will watch for students that follow the steps correctly and will positively reinforce the
students. The teacher will let them know that if someone packs up early, it will be more likely to
not be dismissed right with the bell.
Procedure Steps or Activity:
1. Bell rings
2. Students remain in desks until dismissed by teacher.
3. After being dismissed, students may pack up their belongings and leave the classroom.

Procedure 5: Classroom Discussions

Objective: Students will avoid unnecessary interruptions to create a classroom environment that
is conducive to learning and allow the learning environment to operate efficiently (Wong &
Wong, 2005).
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When procedure will be introduced, modeled, and practiced:

Teacher will introduce the procedure on the first day of school. The teacher will model the
procedure at the beginning of class on the first and second day.

Frequency of modeling and practice:

The discussion procedure will be practiced daily. Modeling will be rehearsed by teacher
periodically if/when student participation thins.
Assessment and Feedback:
Positive encouragement will be given by the teacher to participate. Active participation and
cooperation will be part of a weekly grade/assignment.
Procedure Steps or Activity:

1. Please participate.
2. Student writes down question/comment.
3. Student raises hand.
4. Student waits until being called on to ask their question.
5. If question in unrelated to the topic, it will be answered after the discussion.
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Rules, Consequences, and Rewards System

Rules:

1. Be on time, on task, and prepared to learn every day.

2. Be respectful.

3. Always do your best.

Consequences:

1. Verbal warning.

2. Detention

3. Call home

4. Office visitation.

The pros of any reward system are that it is in place to help motivate students to complete

tasks or comply with rules or procedures. The use of a tangible/extrinsic reward system is a

highly controversial one. It has been found efficient to increase student motivation extrinsically,

but it’s the long-term effect on student motivation is where it is questionable. There has been

research that shows it does and does not affect students’ long-term intrinsic motivation capability

(Payne, 2015). Using social approval after wanted behavior helps motivation, but it’s difficult

when the desired behavior is not replicated. In this case, a discipline would need to be used

instead of praise to provide consistency (Witzel & Mercer, 2003). PAT (Preferred Activity Time)

is a personal favorite of mine and is what I choose to implement in my classroom. Privileges are

beneficial overall because they are something that is earned and is not necessarily a discipline if

they don’t earn it. If it is not earned, then they simply do not get any. If they do earn it, I can

choose which activities they can participate in to utilize it efficiently. This reward system is like

a win-win because the students get to do what they prefer, out of the options that I provide for
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them (Charles, 2014). Group rewards that are earned are beneficial because it leaves students

being responsible to their peers, which is a large influence in secondary education. Likewise, if a

student is not worried about their relationship with their peers, it is possible that they could act

out as a way to punish the entire group for lack of popularity (Teach by Design, 2019).

Rationale

Having a structured set of rules and consequences allows me to provide a predictable

environment of consistent feedback. I think having too many rules simply looks like a list of

dares in the eyes of teenage students. Due to this, I chose to only have 3 rules, instead of 5. Being

consistent will guide students know to take my rules seriously. I would like to be teaching in a

high school mathematics classroom and it is important that I set a firm tone so that they

understand that I refuse to be manipulated. Infractions of the first rule have affects to the

students’ participation grade, which will be approximately 15-20% of their overall grade.

Respect is a characteristic that I want to be sure to teach my students, if it not already amongst

their qualities. The final rule of always doing their best will be an attribute that they will carry

into the rest of their life. I can promise my students that if they will do their best, they will not

fail. They may not always get the best grades, but if they are giving their most sincere efforts in

all that they do, it will be rewarding for them. The class as a group can earn 8 minutes towards

their preferred activity time each day. With a four-day school week, they can earn a total of 32

minutes each week and can save their time up to 3 weeks (at 3 weeks that is approximately the

amount of an entire class). I am not one to promise tangible rewards, but I do plan on having a

drawer full of goodies to pass out randomly to students who go above and beyond in the

classroom to help others and follow procedures. This is another great life lesson that if we are

doing all the right things, then life hands us extra little blessings along the way.
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Communication with Parents/Guardians

Positive relationships with the students and their parents are a huge key to the student’s

success in the classroom. Building positive relationships can be done by maintaining clear

communication, being kind and understanding, and letting them know that they can reach out to

you when they desire. In my classroom, I plan on having updates for parents regularly and

maintaining contact. I live in a rural area and it will be easy for me to give parents options of if

they want to be contacted through email, texts, calls, or even an app. I don’t want to overwhelm

them with information that they do not want, so I will make sure to have them fill out what

information they would like to be sent. This way, I can maintain communication and they don’t

just turn off the notifications from me or my app because it is too much.
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Parents as Partners

1. What three words/characteristics best describe your child? (For example, shy,

outgoing, determined, unorganized, etc.)

___________________________________________________________________________

2. What subjects has your child enjoyed most in past school years?

___________________________________________________________________________

3. What subjects have been most challenging for your child in past school years?

____________________________________________________________________________

4. When will your child spend time doing their homework each afternoon / evening?

____________________________________________________________________________

5. What will be the regular homework routine?

_____________________________________________________________________________

6. What are the ways you think your child learns best?

______________________________________________________________________________

7. List your child’s interest, likes and dislikes.

______________________________________________________________________________

8. What are your child’s strengths?

______________________________________________________________________________

Please list your email, home phone, cell phone and indicate what is the easiest, most

dependable way to contact you.

My email ______________________________________________________________

My home phone __________________________________________________________

My cell phone ___________________________________________________________

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Preferred way to contact me ________________________________________________

I have read through the “Mrs. Higbee’s Math Class” pamphlet and procedures page with

my child and we are aware of the expectations in the classroom as well as the consequences that

are in place if they become necessary.

Parents Signature _______________________________________ Date__________

Student Signature_______________________________________ Date__________

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Student Questionnaire

Please answer with the letter that corresponds best with your answer.

a: Highly Agree b: Agree c: Disagree d: Highly Disagree

1) I feel confident in my math ability as we begin this year. a b c d

2) I get discouraged when I make a mistake in math. a b c d

3) I give it another try when I realize I have made a

mistake on a math problem. a b c d

4) I believe that everyone can be successful in math. a b c d

5) Math is my favorite subject. a b c d

6) What is a part you like most about math? _____________________________________

7) What is a part you dislike most about math? ___________________________________

8) Write a math goal you would like to set for yourself this year.

______________________________________________________________________________

9) Write down three of your greatest strengths.

______________________________________________________________________________

______________________________________________________________________________
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Student Engagement Strategies

Think Pair Share

This strategy consists of a three strep process. First students take a moment to think about

the topic on their own and perhaps work on a problem, they then get a partner and compare and

discuss their results. Lastly, they share their results with the rest of the class (Kagan, 1989). The

classroom arrangements for this strategy could have students who excel next to those who may

need a bit of extra help. This is a strategy that I plan on utilizing the most frequently in my own

classroom. Allowing students to first think independently allows for individual growth. Then

discussing in small groups builds up the necessary confidence needed to share with the rest of the

class.

Pairs Check

The class is divided up into groups of four. Within those groups, each person has specific

jobs to enhance participation. The groups of four are divided into two pairs whom check each

other’s work and compare and discuss results (Kagan, 1989). Seating arrangement for this would

be to group the desks in 4’s to create mini-tables. Groups could be made intentionally or not

based on need of grouping students to help peers who may need it. Seating arrangement for this
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would be to group the desks in 4’s to create mini-tables. Groups could be made intentionally or

not based on need of grouping students to help peers who may need it.

Three Step Interview

This strategy starts with having pairs of students interview each other about the topic. The

students then share the new information that they learned from the other student, with the whole

class (Kagan, 1989). The class can first pick a partner and find a spot in the class to conduct their

interviews. Then they should all be seated facing the front when they are ready to share their now

information. This is another great strategy that is versatile to enhance just about any lesson plan.

I think it would be best utilized as a warm up to a topic or the sharing at the end can be written

on a piece of paper and used as an exit ticket.

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Professionalism

In the field of education, teachers are known to have a large responsibility to the students

as they are influenced and become the next generations of society. As role models, teachers must

act professionally with students, parents, coworkers, and administration to collaborate and help

students reach their fullest potentials. In order to be professional, teachers must maintain

appropriate attire, great communication skills, and a positive attitude.

The first thing that defines a professional is the way they look and present

themselves. A clean, modest attire with well-groomed hair lets students know that the teacher

cares about how they show up. It is also very important to be on time because if a teacher has a

strict rule about tardiness, it would be hypocritical to enforce it when the teacher can’t follow

their own rule. Preparedness is probably the most important as an educator. It is like the saying,

“If you don’t have a plan, then you’re planning to fail.”

Ability to collaborate with coworkers is an attribute of a professional. Teachers

should avoid gossip at all costs and be willing to help other teachers in their times of need. This

is not only good manners, but also can be reciprocated in useful times. Overall, the collaboration

to create an optimum environment for the students is the overall goal.

Communication with parents is vital to student success and is something a

professional would do. Being consistent and clear will keep parents up to date and in your corner

as a teacher. Being aware of attitude, being respectful with parents, and treading carefully during

the discussions regarding the students is very important. If a parent feels like their toes are being

stepped on, they will be less likely to communicate effectively.

Having a positive attitude and relationship with administration is so important to

classroom success. Having support from administration can lead to great opportunities for
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students. “The quality that was the highest-ranked item for principals and public-school teachers

was a passion for teaching and working with students,” (Bigham, Hively, & Toole, 2014, p. 211).

Having a positive relationship with administration will lead to the teacher enjoying their job

more and in result, doing a better job overall (Bigham, et al., 2014).

As a teacher, I am respectful to students but will also provide great structure for

them in the classroom. I communicate in ways to help guide them to reach their potentials, rather

than make them feel intimidated by the topic of math. Similarly, I communicate well with

parents and have communicate my genuine care for their students’ success. This fosters a

positive relationship and teamwork between home and school to aid student academic success. I

love to help others and collaborate well. I am willing to help other teachers when they need it

because I know I would appreciate it if it were me. I know that my attire and communication

skills are an asset to the school and administration would appreciate that. However, I do need to

work on my punctuality. It is probably one of the most important parts of being professional. I

know I can do this by simply preparing myself to be early, rather than “on time.” It is a complete

mindset thing and I am determined to conquer it.

Being professional is important because an instructor is a very influential position with

the knowledge to guide and prepare our future leaders and representatives for the world. We are

role models for these student’s and sometimes we are the only positive influence in their lives. It

is up to us to take our job seriously in order for our students to take us seriously as well.
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References

Charles, C. M. (2014). Building classroom discipline (11th ed.). Harlow: Pearson.

Bigham, S. G., Hively, D. E., & Toole, G. H. (2014). Principals’ and Cooperating Teachers’

Expectations of Teacher Candidates. Education, 135(2), 211–229. Retrieved from

https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=a9h&AN=100464132&site=eds-live&scope=site

Kagan, D., Kyle, D., & Scott, MA, S. (2007). Win-Win Discipline [PDF] (Revised Australian

edition). Hawker Brownlow Education. Retrieved from

http://files.hbe.com.au/samplepages/KA0493.pdf

Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership,

47(4), 12. Retrieved from https://lopes.idm.oclc.org/login?url=https://search-proquest-

com.lopes.idm.oclc.org/docview/224857174?accountid=7374

Payne, R. (2015). Using rewards and sanctions in the classroom: Pupils’ perceptions of their own

responses to current behavior management strategies. Educational Review, 67(4), 483–

504. https://doi-org.lopes.idm.oclc.org/10.1080/00131911.2015.1008407

Teach by Design. (2019). 5 Ways to Reward Students the Right Way. Retrieved 1 September

2019, from https://www.pbisapps.org/community/Pages/5-Ways-to-Reward-Students-

the-Right-Way.aspx

TFA. (2015). 5 High School Math Procedures | Teach For America. Retrieved 25 August 2019,

from https://www.teachforamerica.org/stories/5-high-school-math-procedures

Witzel, B. S., & Mercer, C. D. (2003). Using Rewards To Teach Students with Disabilities:

Implications for Motivation. Remedial and Special Education, 24(2), 88–96. Retrieved
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from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?

direct=true&db=eric&AN=EJ666206&site=eds-live&scope=site

Wong, H. (Director). (2013, August 13). Procedures and Routines: The Effective Teacher [Video

file]. Retrieved August 25, 2019, from https://fod-infobase-

com.lopes.idm.oclc.org/p_ViewVideo.aspx?xtid=53492

Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success.

Science & Children, 49(9), 60–64. Retrieved from https://search-ebscohost-

com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=76592147&site=eds-

live&scope=site

Wong, H. and Wong, R. (2005). The Power of Procedures - Effective Teaching. [online]

Teachers.net. Available at: https://www.teachers.net/wong/FEB05/ [Accessed 26 Aug.

2019].