Classroom Management Plan

I. Philosophy

Classroom management is at the core of the education system. The classroom is where the

seeds of learning are planted, where the teacher engages their students and directs them through

effective processes to accurate conclusions. Managing this setting well is integral for enabling all

students, no matter their background, to learn at their highest capacity. The teacher must make all

students aware of rules, procedures, and goals, as the students’ understanding of and abiding by

these can either make or break the classroom setting.

II. Rules

Rules are the basis of every functional classroom. They establish a baseline for the learning

environment that enables a cooperative environment between teacher and student, and student and

student. Without rules, even the most naturally gifted learners will not gain anything from the

class. Rules must be clearly established on the first day of class and enforced throughout the

semester.

-Come to class on time

-Respect all human beings; DO NOT interfere with their personal space and property

-Every student’s work is their personal property; stealing their work is NOT allowed

-Follow directions

Rules of the classroom should reflect the rules of modern society. Teachers must prepare

students as early as possible for how they will be expected to act in adulthood. Therefore, all rules

of the classroom must be enforced with consequences. Teachers must make sure students know the

reasons behind the rules and why they are necessary for both a functional classroom and society.

III. Procedures
 Procedures are the key for every successful classroom. While rules set the baseline for

behavior, procedures allow every student to thrive in the learning environment. Procedures should

be taught before any course-specific information, for they will enable students to learn the content

of the course much faster and more effectively. Students may need reminding of class procedures

throughout the semester. A student forgetting a procedure should not warrant punishments or

consequences (most of the time), but should warrant a reminder of the procedure and the reason

behind its importance.

Upon the bell ringing, students must be in their seats, quiet, with their instruments fully

assembled. Class cannot begin until students are silent and ready to play.

Pencils: Students must always have a pencil ready on their stand to write notes throughout

rehearsal

On Podium: Students may not talk while conductor is on podium (while they are conducting,

working with a specific section, or giving directions)

Attentive: Students must be ready to play at all times--conductor may call on them to play, and

time should not be wasted on figuring out the assignment

Bathroom: Students must ask permission to use the bathroom (raise hand); only one student may

be out at a time

Dismissal: Teacher should finish rehearsal before the bell rings to give students time to pack up; at

the same time, students may not leave until the teacher ends class

IV. Classroom Layout

The following is a conventional setup for an instrumental music class at any grade level.

Musicians sit in arcs facing the conductor’s podium. There is a shared music cabinet so students

are not able to misplace music. The biggest, heaviest instruments (bass, tuba, percussion) are kept
in a small closet.
 V. Disciplinary Interventions

Starting Class: When students inevitably do not follow procedure and continue talking when the

conductor gets on the podium, the conductor should wait at the front of the classroom silently as a

nonverbal cue. Once the class is quiet, the teacher should remind them that it is unacceptable to

waste the time of other students. If waiting silently does not force the last students to stop being

disruptive, the teacher should walk over to those individuals to get their attention, reminding them

that their behavior is unacceptable. Their response does not matter--the teacher should then begin

their lesson, ignoring needless confrontation.

During Class: Similarly, disruptions should be ended as efficiently as possible. A nonverbal glare

will work most of the time, but it may take a brief naming of the disruptive section--“Trumpets!”

(for example)--to get the order back.

Last Resort: If a student is repeatedly disruptive, the teacher should not hesitate to take them

privately (in the hall perhaps) and talk to them with a caring demeanor. The teacher should talk to

them with respect, but also convey the expectation to follow all rules and procedures so as not to

negatively impact the learning of other students.

Worst-case: All that can be done if a student ignores this personal conversation is sending them to

administration with a referral.

VI. Teacher-Student Relationship

A positive relationship and rapport between a teacher and their students is necessary for an

optimal learning/teaching experience. When a teacher builds a positive, respectful relationship with

their students, the students feel cared for, comfortable, and as though they can confide in the

teacher for advice. The teacher should never take this mutual respect for granted by playing

favorites or the opposite (being too hard on a particular student). A teacher should be respectful,

treat students with dignity, and--for lack of a better term--always be ‘real’ with them. A teacher

should always work time into their busy schedules to talk to students and let students talk to them.

When a student and teacher see each other as respected and respectful friends, a sense of care and

professionalism is shared between them, facilitating great efforts put forth from both parties.