Classroom Management Plan

Hannah Aubie

1. Classroom Rules
Explanation of Class Rules (method of creating and reinforcing)
Be Respectful- While in my classroom I want all students to respect
each other, teachers, and educational assistants. This means that when
others are talking we listen to them. Listening looks like looking at the
person that is speaking.
Be Inclusive- While in my classroom I want all students to include
each other and work together. These may look like discussing ideas, or
helping others solve problems. Often in an art classroom talking
through problems is the best way to solve them.
Be Fluid- While in my classroom I hope that students can all be fluid.
By this I mean that I want students to be open to change and new
opportunities. This may look like trying something new. If students are
apprehensive about this we can work together and slowly adapt to
being open about change.
I hope to discuss these rules with my class so that I am able to refer
back to these rules later on if need be. This way if a student is needing
a low-key response I can mention these rules and work on reinforcing
them within the class.
Preventative

2. Relationship-Building Plan:

 Having conversations to get to know your students

 Using surveys and polls to ask students what they want to learn about or what their interests
are
 Creating assignments that cater to these interests
 Creating assignments that give choice so students can produce work that they are interested in

3. Classroom Procedures:
• Attention-Getting Procedure
• For older classes “Okay everyone let’s get started” or possibly playing music to get students
attention. Or even pausing for a long time and waiting to get students attention.
• For younger classes you can sing a song that they know means that class is going to begin or
that the teacher wants their attention. Or create a clapping pattern for students to answer to.
• Transition Procedures
• Giving students lots of warnings, 10 minutes left, 5 minutes left until clean up or until the end
of class.
• Individual Seatwork Procedure
• Seating students once you get to know them better, this way you can know who should sit with
who.
• Safety Procedures
• Keeping certain art room materials locked up like glue guns, exacto knifes, etc. These materials
can only be accessed when the teacher is asked and when they are being supervised.
• Other Procedures: homework, lateness, absence, personal electronic devices (iPods, cell phones-
 secondary level)
• Electronic devices will be able to be used only when it is appropriate. For example,
having a cell phone sign, hanging this sign up when it is okay to have cell phones
out. Having a no cell phone sign for when it is not okay to have cell phones out.
• If homework is given in the art room I would also have a material sign out sheet.
This way I know if students have borrowed materials to work at home.
• For absences I would have a bin where I would keep all assignments so students
can easily go to the bin and get the assignment that they missed.
• Clean-up plan and routine
• Giving students plenty of warning for when clean-up time will begin.
• For younger students I would assign who cleans up what, by birthday or height.

4. Intervention Plan (before and updating during practicum

• Intervention Strategies (Bump System) See Roscoe Article and Class slides
1, 2, 3…

My intervention strategy will be using the bump system.

Bump One- First I will use proximity and try standing near the student’s desk to dissuade the
behavior. I would also like to utilize brain breaks within my classroom for when students are getting
restless.
Bump Two- If bump one does not work then I will move to bump two where I will use low level
confrontation. I will do this by using the students name and thanking them once I get their attention.
Bump Three- If bump two does not succeed then I will move to bump three. This is where I will
talk to the student privately to address what is going on. This way the student and I can develop a
plan and have an agreement. I will give them choices at this point.

5. Reflections on Classroom Management (during and after practicum)

A. Successes/Strengths:

B. Problem Areas/Areas for Growth:

C. Alternative