Classroom Management Plan

Morgan Dahme

Northern State University

 My View of an Effective Teacher:

An effective teacher is one that cares about his/her students while creating a learning

environment that is suitable for all of their students’ needs. Teacher-student relationships are the

foundation of an effective teacher and the type of classroom environment that they are able to

create (Jones & Jones, 2021 p. 51). Effective teachers know the importance of routine and

structure in the classroom. Even something as simple as being organized and ready for class can

set the mood for each morning and can make a day go smoothly. Not only can effective teachers

vary their instructional techniques, but they can also provide clear and specific instructions for

each assignment (Polk, 2006). Teachers also know that to become an effective teacher, their

students must know that you are willing to help at any time that they need. An effective teacher

knows the best way to become a great teacher is to reflect on one’s own teaching techniques and

to improve on the areas that are rough around the edges.

Students’ Psychological Needs:

Students behave appropriately and learn more effectively in environments that meet their

basic personal and psychological needs (Jones & Jones, 2021 p. 28) In order for students to

behave in a positive and productive manner, their psychological needs must be met. Many times

if a student is acting out in an environment, it is because their basic needs are not being met.

Theorist Abraham Maslow stated, “Unproductive behavior is therefore not viewed as an

indication of a bad child but rather as a reaction to the frustration associated with being in a

situation in which one’s basic needs are not being met” (Jones & Jones, 2021 p. 32).

Edward Deci and Richard Ryan created the self-determination theory that focuses on

students’ three basic psychological needs – relatedness, competence, and autonomy (Jones &
Jones, 2021 p. 32). Most educational theorists and researchers focus on students’ basic needs

being met to function effectively in a school environment. Some of these basic needs are,

positive relationships (belonging, significance, collaboration, love, relatedness), academic

accomplishment (mastery, competence, content), sense of choice (independence, power), need to

share with others, and the need for justice or being treated fairly (Jones & Jones, 2021 p. 34).

Theorist David Elkind described three basic contracts between adults and children: (1)

responsibility-freedom, (2) achievement-support, and (3) loyalty-commitment (Jones & Jones,

2021 p. 36). Elkind’s key concept with these contracts are that they are frequently violated by

adults, causing stress for children. These contracts are especially important between teachers and

students because when students know that they are acting responsible and being independent

thinkers and learners and the teacher does not treat the students with respect, this will violate

their contract, and cause the student’s needs to become unmet (Jones & Jones, 2021 p. 37).

Adult and Peer Relationships:

A student’s sense of membership in a community promotes their attachment and

commitment to school, motivation to engage in learning tasks, and valuing of learning (Jones

& Jones, 2021 p. 86). Research has also shown that classroom groups with supportive

friendship patterns enhance academic learning. Friendships at school can help reduce the

negative impact of stress developed through stressful experiences in the home and community

which can increase students’ positive behavior, academic commitment and achievement. Peer

relationships are also great for preparing students for “real-life,” because they teach students

how to cooperate with other students and that is a life-long skill needed by everyone. Students

who surround themselves with peers and influences who value learning and the educational
process will also value their own learning and strive to enhance their education (“Peer

Relationships”).

Peer rejection would predict oppositional and aggressive behavior in students because

feeling valued, cared for, and supported by others in a community is a positive motivating

force that promotes attachment to the group and commitment to community norms and values

(Jones & Jones, 2021 p. 86). So if students are being rejected by their peers, they would not

be feeling any of the things said above. Students’ behaviors can be affected by lack of

friendships because they may feel social alienation. When a student is rejected by their peers

they are going to act out in order to gain attention to themselves, in hopes of being reaccepted

by the peers that rejected him/her. Negative peer relationships creates aggressive behavior in

students.

Standards:

(Jones & Jones, 2021 p. 156)

1. Treat each other with respect.

2. Listen quietly while another person is talking.

3. Be responsible for your own learning.

4. Be prepared for class.

5. Work hard and ask for help when you need it.
 Behavior Expectations:

(Jones & Jones, 2021 p. 156)

1. Treat each other with respect.

a. Raise your hand when someone else is talking.

b. Sit quietly during work time.

2. Listen quietly while another person is talking.

a. Raise your hand if you have something to add to what is being said.

3. Be responsible for your own learning.

a. Complete work on time and to the best of your ability.

b. Never be afraid to ask questions.

4. Be prepared for class.

a. Come to class on time and ready to learn.

b. Have a pencil sharpened and ready to use.

5. Work hard and ask for help when you need it.

a. Try your best with everything you do.

 Procedures:

(Jones & Jones, 2021 p. 164)

(Wong & Wong, 2018)

Myself –

Morning Meeting:

- Helper of the day.

- Who is here today?

- Calendar.

- What’s the weather like today?

- How many days have we been in school?

Schedule:

- Update daily.

- Make available for the students.

- Go over the schedule as a whole group.

Grading Assignments:

- Have grading done at least one week after it was due.

Check Student Understanding:

- Ask questions.

- Group and partner discussions.

Ending the Day:

- Touch on major points from today’s lessons.

- Share favorite activities from the day.

- Tidy up desk and clean up classroom for the day.

Students –

Morning Procedures:

- Unpack your backpack, place homework in “done” folder.

- Hang up your backpack and jacket on the hooks in the closet.

- Return to desk and complete bell work.

Getting the Teacher’s Attention:

- Raise your hand quietly.

- Keep it up silently.

Group Discussion:

- Be respectful of everyone’s opinions.

- Listen quietly.

- Raise your hand if you have anything to add.

Free time:

- Make sure all homework assignments are completed.

- Read to yourself or find an activity to complete quietly in a free area or at your desk.

I’m done! Now what?

- If you have finished an assignment and did your best, turn it in.

- Check to see if you have unfinished work.

- If you have finished your homework, read silently.

Classroom –

Entering the Classroom Procedures:

- Enter the classroom quietly and politely.

- Complete the bell work.

Desk Procedures:

- Body forward.

- Use a quiet voice.

- Feet in the front and on the floor.

- Sit straight and tall.

Scissors:

- Only on paper

- Use them safely at the table.

- Always walk with the pointy end down.

- Eyes on your work.

 - Store them in your pouch.

Glue:

- Sit safely at the table.

- Use a small amount (a dot).

- Goes only on the paper.

- Eyes on your work.

- Close it when you are done.

- Store it in your pouch.

Crayons and Markers:

- Only on paper.

- Color softly.

- One at a time.

- Close markers and listen for the click.

Dry Erase Board:

- Safe sitters and focused friends.

- Use only expo markers.

- Write and erase softly.

- Cap the marker to keep It from drying out.

- Erase everything off the board when you are finished.

Motivation and Maximizing On-Task Behavior:

 Effective classroom management includes planning well-organized, engaging lesson and

ensuring on-task student behavior by teaching students classroom procedures to facilitate smooth

implementation of lesson and making management decisions that enhance on-task behaviors,

according to a synthesis of 40 classroom management studies done by Evertson and Harris

(Jones & Jones, 2021 p. 152). When students know exactly what to expect in the classroom

because of set behavior expectations and standards, on-task behaviors are more likely to happen.

When teachers use effective classroom management, students will be actively engaged in

instruction. Teachers can also maximize on-task behavior by modeling expectations and showing

students exactly what is expected from them (Harbour, Evanovich, Sweigart, & Hughes, 2014).

1. Teach Students about the learning process: Show the students why you are

concerned about students being focused and why it is important to give quizzes and

other forms of assessment to insure who is understand the content can help students

understand the teacher’s goals and methods.

2. Develop a procedure for letting the teacher know if they are not understanding

the content.

3. Maintain students’ focus by calling on students to answer questions about the

content and/or respond to their peers’ academic comments.

4. Increase use of behavior specific feedback.

5. Provide brain breaks for students.

6. Offer student choices related to activities that support their learning.

 7. Insure that the work required of each student is at the appropriate level of

difficulty.

(Jones & Jones, 2021 p. 191)

Responding to Inappropriate or Off-Task Behavior:

(Jones & Jones, 2021 p. 258)

(Sutton)

1. Verbally Address classroom expectations regarding behavior on the first day of class.

2. Model the type of behavior I expect to see from my class.

3. Outline productive types of behavior:

a. Positive attitude.

b. Friendly to everyone.

c. Willing to work hard.

d. Good attendance and punctuality.

e. Raise hand when wanting to speak.

f. Working quietly.
4. Outline disruptive types of behavior:

a. Talking out of turn.

b. Disturbing peers.

c. Incomplete schoolwork.

d. Disrespectful attitude towards peers and teacher.

e. Bullying peers.

f. Inappropriate language.

g. Violence towards peers and teacher.

h. Abuse of classroom materials/equipment.

5. Responding to Disruptive Behavior:

a. Reminder of classroom behavior expectations.

b. Consistent and firm.

c. Acknowledge feelings of the individual.

d. Address the disruption individually, directly, and immediately.

e. Specifically acknowledge the disruptive behavior and set limits.

6. Outline consequences of ongoing disruptive behavior:

a. Abuse of classroom materials/equipment  Reminder of expectations, loss of

privileges, materials, and/or equipment.

b. Disrespectful attitude/behavior  Reminder of expectations, separation from

group and apology letter to whomever was affected.

c. Incomplete schoolwork  Reminder of expectations, must be completed during

free time in class or after school/during recess if student rides the bus.
 d. Talking during instruction  Reminder of expectations, separation from group if

behavior does not stop.

e. Inappropriate language  Reminder of expectations, write out what could have

been said instead of the inappropriate language.

f. Bullying peers  Reminder of classroom expectation, apology letter to whomever

was affected, write out ways to be a respectful classmate, if it is a recurring

problem – contact parents/principal.

A philosophy of management and discipline and how the two differ & my beliefs

and ideas about classroom management:

Classroom management is the deciding factor on how your students will behave in your

classroom. As a future educator, who wants to teach preschool or kindergarten, classroom

management will be a huge part of creating a classroom environment that is beneficial to all of

my students. There are many ways to use classroom management to create an environment

crafted for children and David Osher, George Bear, Jeffrey Sprague, and Walter Doyle said it

best, “Classroom management is an enterprise of creating conditions for student involvement in

curricular events. . . . The emphasis is on cooperation, engagement, and motivation, and on

students learning to be part of a dynamic system, rather than on compliance, control and

coercion” (Jones and Jones, 2021).

 My philosophy about managing the behavior of children is a simple yet strong one. The

text says one of the most effective types of classroom management is creating a classroom

environment that “enhances students’ sense of worth and increases their ability to make

responsible decisions and support and work collaboratively with those in their classroom and

school” (Jones and Jones, 2021). I plan on creating strong relationships with each of my students

by taking time out of my day to make it obvious that I care about each and every one of them.

The best environment for children is a caring one. The goal of classroom management is not to

discipline children, but to enhance the sense of safety, support, and the students’ skills associated

with social emotional learning (Jones and Jones, 2021). A positive learning environment will be

the key to success in my classroom.

Creating relationships with my students will be an important part of my philosophy of

managing the behavior of children in my classroom because I know that when my students feel

safe and valued, they will actually be learning (Jones and Jones, 2021). I will also make sure that

my classroom involves differentiated instruction to fit the needs of all students. According to the

work of Rita Dunn and others, “when teachers allow students to study in environments modified

to respond to students’ varying learning preferences, students, including those with special

learning needs, learn more and behave in ways that facilitate their learning and that of others”

(Jones and Jones, 2021). My students will know that I am in charge, but they will also know that

they do have a say in how the classroom is run. This is something that will be done the first day

of school. For example, I will have my students and I come up with a list of classroom rules that

we think will work best for each student. Another example of making my classroom student

centered, would be doing something as simple as letting the children choose which book we read
together as a class. This shows my students that I value their opinion and that they are worthy of

choosing what we do in the classroom.

A lot of teachers think that discipline is the only form of classroom management, when in

reality, discipline is just one component of a classroom management plan. Discipline is described

as the consequences that are given to students for not following the rules (Stephney). Classroom

management is a set of procedures, chosen by the teacher, to help the students complete their

daily routines to their full ability with no major problems arising (Stephney, 2015).The goal of

classroom management is to avoid as many problems as possible. It is very unlikely that

problems will ever be avoided fully, but the more the students are given a routine and classroom

guidelines to follow, the more likely they will feel in control of how their day will go and will be

able to solve issues when they arise.

References

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2014). A Brief Review of

Effective Teaching Practices That Maximize Student Engagement [Abstract]. Preventing

School Failure: Alternative Education for Children and Youth, 59(1), 5-13.

doi:10.1080/1045988x.2014.919136

Jones, Vernon F., and Louise S. Jones. Comprehensive Classroom Management: Creating

Communities of Support and Solving Problems. Pearson, 2021.

Peer Relations and Learning - Peer Relationships, Learning Motivation and Relationships,

Classroom Dynamics. (n.d.). Retrieved November 06, 2020, from

https://education.stateuniversity.com/pages/2315/Peer-Relations-Learning.html
Polk, J. A. (2006, March/April). Traits of Effective Teachers. Retrieved November, 2020, from

https://www.tandfonline.com/doi/abs/10.3200/AEPR.107.4.23-29?journalCode=vaep20

Stephney, Shonette. What Is the Difference Between Classroom Management & Discipline?,

Ministry of Education, Guyana, 15 June 2015,

education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1535-what-is-the-

difference-between-classroom-management-discipline.

Sutton, K. (n.d.). Educational Psychology. Retrieved November 06, 2020, from

https://courses.lumenlearning.com/educationalpsychology/chapter/responding-to-student-

misbehavior/

Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2018). The classroom

management book. Mountain View, CA: Harry K. Wong Publications.