Running Head: Classroom Management Plan 1

Classroom Management Plan

Carletta Williams

Wesleyan College
Classroom Management Plan 2

Introduction

When asked to write a paper on my own classroom management philosophy, I truly

didn’t know where to begin. I think this is because I know being in the classroom with

actual students changes the plan drastically. I know that I want my classroom to be a

room filled with forgiveness and possibility but how do I achieve this? I believe that I

first have to be reminded of my own roots in teaching and how my idea has changed over

the years. Of course, I was the child who would line up all her toys and pretend that she

was a well-respected teacher with the best students who behaved perfectly and when they

didn’t, I always got them back in line. If only I could go back and tell six-year-old

Carletta that teaching just doesn't work like that. In elementary school I looked up to my

teachers and knew that I had to be just like them. In middle and high school, I had

nothing but respect for them and their work that went into their lessons. My first year of

college I was in love with the art of teaching. Then sophomore year hit, and everything

changed drastically. I went from knowing teaching was my calling to questions if that

statement ever reigned true. No matter where I go from here, it is clear that a clear

classroom management plan is necessary, so here's mine.

Classroom Management Plan 3

Management Theory

When I first thought about classroom management, my focus was on control and

how I could get the kids to do what I needed them to do. While in the classroom it is

important to have the kids doing what is in the best interest of their safety, my focus has

shifted from just control to respect flowing always within the classroom. That means that

in all relationships respect has to be the main goal. The teachers have to respect the

students, the students have to respect the teacher, the parents have to respect the teacher

and the parents have to respect the teacher. This has nothing to do with control and being

of lesser importance or value of the other, but it creates a space of reciprocity. The mutual

benefit that is created in the relationships that are formed will allow for the students to

flourish. When it comes to building this space, it is all about developing relationships.

These relationships are created by the teacher actually caring about the students and their

development beyond academics.

Ron Clark

Ron Clark offers many theories when it comes to relationship building with

students, but he also shows how important it is for parents, educators and administrators

to have a healthy relationship that is built on a foundation of respect. Clark highlights that

creating a culture of respect can simply start with appreciating the people who affect the

lives of the students (Clark, R., 2012, p.20). This means appreciating the role that they

play for the child and respecting that. Knowing that the views of each person will help to

develop these relationships as that person will then know that what they say matters.

Simply put the interest of the child is what should always matter and each adult in that
Classroom Management Plan 4

child's life should work to make sure that this happens. When it comes to classroom

management looking at the parents as the person who knows the child best and having

the support of administration is important because the job of the educator is always

developed through their support. Showing the kids that the educator is supported will

make the kids respect the voice of the educator.

Michael Bonner

When it comes to building relationships, the views of Michael Bonner relate closely to

mine. In his book Get up or Give up, he discusses the idea of relationships before content

and how important it has become within his teaching career. This theory is that as an

adult and teacher one must find a way to function out of their own experiences Bonner,

M., 2017, p. 79). In this understanding that every student does not share the same

experience with their peers nor the educators. This means looking deep into socio-

economic classes and taking that into account while also examining what it means to be a

kid for them. Understanding how family life works for them and how their home

environment contributes to their connections in the classroom. Doing this makes the

educational experience work for all parties. As an educator you're less likely to demand

perfection from them and they are less likely to demand perfection from you. Bonner also

speaks about drilling beyond the surface and reaching the students deepest layers as that

is where their proficiency flows (Bonner, M., 2017, p. 81). When thinking about a

student's proficiency as an educator looking for areas that the students shine in over the

areas that they need growth goes beyond academics. Creating the culture in the classroom

stretches beyond the organization and goes deep into the organisms that function within

the group. When thinking about classroom management looking to connect with the
Classroom Management Plan 5

organisms should be the top priority. Taking their emotions into action and creating a

medley of behavior that allows for flourishing and freedom.

Tracey Pendley

When it comes to influential educators there seems to be a common thread; relationships

before content. During our discussion with Tracey Pendley, Georgia Teacher of Year, she stated

that her connection with her students is what led her to be the most effective educator she had

ever been. It can be stated that an active educator equals an active student. This means more than

just planning lessons that are over the top and filled with excitement but also normal

conversations that are filled with excitement over the small things in a child's life. Pendley talked

about her connection to her childhood teachers and how they affected her and her behavior in the

classroom. When I think back to my childhood and the teacher who always seemed to be in

control of their class, I can only recall teachers who took the time to build relationships naturally.

The relationships were not forced but they were formed out of respect and concern for us as

students. The teachers who always seemed stressed or the ones who were clearly miserable never

took the time to form relationships. For me classroom management is more than just getting

students to behave correctly but it also deals with making sure students are having fun. Much

like an active teacher equals an active student; a miserable teacher will equal miserable students.

Pendley describes this type of classroom environment as one is useless to the child's education.

As an educator I want to make sure that my classroom is not a place of vain work but one that

allows the students to feel as if their hard work is done with purpose.
Classroom Management Plan 6

Rafe Esquith & Lawrence Kohlberg’s Six Levels of Moral Development

When it comes to theories, I believe that Lawrence Kohlberg’s Six Levels really speaks to

my style of classroom management. The six levels have steps that elevate not only the students

but the educator. These are principles that not only deal with education, but they apply to

everyday life. Going past the world of academia and into anything dealing with social

connections is important because that is what really sticks with the children. Even as adults we

face these levels. For example, level one states that students often do things because they simply

don't want to get in trouble (Program, M. (2015, January 08). In our adult lives a lot of times

things are done because we want to disappoint others but truthfully it should be because we owe

ourselves better. This idea also connects with level three; students often do things in hope of

pleasing others. This idea in a classroom provides no area for growth because they children know

that as long as they seem to be doing the connect thing that the teacher will reward them. The

highest level, six, states that the students should have their own personal code of behavior that

they follow (Program, M. (2015, January 08). Creating an environment where students are

allowed to create their own code of behavior is the ultimate goal, but I have to understand that

creating my own personal code of behavior must come first. This goes beyond the classroom and

in everyday life just like it should for the students.

Theories I Disagree With

Within the theories that I was exposed to in class there are not many that I completely

would say no to. When I think of ideas that I don't agree with Chris Biffle’s book, Whole Brain

Teaching for Challenging Kids, challenges some of the ideas that I have about classroom

management. In Chapter 5, Biffle lists the idea of a scoreboard, I’m unsure of my feelings
Classroom Management Plan 7

toward it. Part of me sees the benefit, the other part of me fears that children will start to see their

worth in terms of prizes and good behavior (Biffle, C., 2015, p.62). I also find issue in the fact

that the author talks in a very possessive tone. I don’t believe children are something to conquer.

Another issue I find is the idea of children raising their hand to speak, as crazy as it sounds,

believe that children learn how to function better in society when they pay attention to the social

cues of others, of course this would be for older grade but it would hurt to introduce this to

younger grades as well.

Presence Project

When it comes to presence in the classroom it is always needed to improve classroom

management. Knowing and understanding the role that the teacher plays in the classroom as the

educator is important. The Presence project helped me to develop a way to contain and control

my emotions. Patricia Jennings notes that becoming aware of the negative emotions feeling and

placing them is important as an educator (Jennings, P., 2015, p.108). She states that journaling

helps build appreciation and joy for the little things in life (Jennings, P., 2015, p.108). With this I

knew exactly what I needed to do for the Presence Project. I had been hesitant about starting

because I was scared of what I might uncover in my writing. I looked at the benefits that came

with journaling and the Health Encyclopedia states that journaling helps control your symptoms

and improve your mood by, helping you prioritize problems, fears, and concerns, tracking any

symptoms day-to-day so that you can recognize triggers and learn ways to better control them,

and providing an opportunity for positive self-talk and identifying negative thoughts and

behaviors while also making room for them (n.d.). I need all of those things in my life. So, I

picked up my favorite pens and highlighters and began journaling my feelings. I journaled and

wrote whatever came to mind. I didn't worry about spelling nor handwriting. I just wrote
Classroom Management Plan 8

something every morning. About a week into journaling I saw that my writing had started to

change. I was no longer writing the things that went wrong, but I also include positive things that

came from the negative things. I had conversations with God that I hadn't before. I found a new

love for my progress and moved around all the mountains that blocked my view of my own

growth. I was able to actually see the issues that I had not only with him but the problems within

my own character. I am very happy with the choice I made and even proud of me for doing it and

sticking to it. I have not stopped since and I can see many improvements in myself. As far as

presence, the writing differently made me aware of my own thoughts and actions. I could really

see what made me happy and what things weighed me down. I believe that this will be very

useful as a teacher because it truly gives you time to reflect on your actions and characteristics.

Teachers really need to do this because it's important that daily improvements are made. Another

importance of this would be that it allows for comfort. No one is going to read the writing and

whatever can be said. There is no judgement and no area for comparison, which many teachers

deal with every day.

Self-Care Plan

As an educator having a Self-Care Plan is very important because it provides structure. Having

a clear structure within the classroom begins with the teacher. In this the educator will find peace

and positivity. When this type of environment is created the teacher is allowed to practice

withitness in the classroom. Patricia Jennings describes this principle as noticing subtle changes

within the classroom. Jacob Kounin pioneered this idea and noted that the idea of withitness

meant that teachers were self-aware, socially aware, had self-management and relationship

management (Jennings, P., 2015, p.42). When I think of this it directly corresponds with the self-

care plan. The task of the self-care plan was to create a plan that would allow us to develop all of
Classroom Management Plan 9

these skills. Below is a chart that describes what exactly goes into myself care and what areas in

my life should grow as a result.

Self-Care Plan:

Activity Physical Emotional Intellectual Inner Life

School Work x

Cleaning my x x x
room

Listening to x x x
music

Throwing in the x x x
Ceramic Building

Going to class x

Reading the Bible x x x

RA x
responsibilities

Talking to family x x

Talking with x x
friends

Working out x x x

Opening Business x x x

Sleeping x x x x
Classroom Management Plan 10

In all of these I am made better. As an educator being your best self is essential to classroom

management because in order for students to be their best, they have to see it. Creating a role for

the students to look to will only increase the success and relationships formed in the classroom.

First Day of School Script

Having a plan, the first of school will show the students that their new teacher is prepared

and cares for them and has taken the time to prepare for their arrivals. Within my first day of

school script I want to make sure that I leave room for community building while also explaining

classroom procedures. Starting the day with community building sets an environment for the

principle of community before content of any kind. As the day progresses more and more

producers are introduced which will also add to community building. All of these works together

to develop a true and flushing managed classroom.

Before Students arrive:

TW place students' name tag and folder on desk.
TW place a container of crayons and markers
TW place the following worksheets on the student’s desk

(Resource from Brynn's Teacher Bag)

Classroom Management Plan 11

(Resource from Its Monique’s World on TPT)

TW have instructions written on board for them to start on

(7:50) Greet each student at the door hands free and with a smile:
· Tell students to pick a place that they feel comfortable.
· Tell the child to read and follow the instructions written on overhead.
· Finish greeting the last to arrive in class.

(8:15) Welcome students to class:

· Tell students name
· Talk about family life, educational background, where I am from, where I live
· Tell them students why I wanted to teach.
· Allow students to continue with the coloring of the sheets.
Ask students to share their name & a fact about them.

(9:15) State Classroom Procedures:

· Give in listed order of how the class will function based on class
procedures.
Introduce Classroom Jobs
Introduce Morning Meeting
(10:00) Explain rules and daily procedures:
· Give Classroom rules
· Teach procedure for arriving in class
· Teach procedure for dismissal from class
· Talk about Daily Assignments, location on front board
· Talk about how students will know about assignments they missed if are absent
(10:45) Teach respect the classroom:
· Refer to classroom rules and procedures
· Teach them to be responsible; teach procedures
Including boundaries that are set in the class for peer and teacher
interactions.

11:30) Explain Daily Assignments and Take Home/Class Folders:

· Introduce the structure of class work
· Introduce the structure of Homework
Classroom Management Plan 12

Introductory Letter

The introductory letter that is sent to parents is very important because it is one of

the first ways that not only your students see you, but it is the way that you are introduced

to parents. I want to make sure that parents understand how and why I want to teach their

children. This can only happen if I make my plans clear and organized. Found below is

the letter that I would send out to all parents and students, however I would also include a

more detailed letter for parents. It would be structured like this.

“No one knows your child better than you do. As a teacher your advice and opinion on

your child reigns higher than any other. Please know that mistakes are welcomed in my

classroom and that your child will not go a day without laughter. I have one rule within

our classroom, Respect the classroom, ourselves and our peers. It's all very simple. I

believe that anything that students do that is not contributing to their success will fall into

these categories. I know your kids will have no problem with this rule. If issues do

happen within the classroom, I'll be updating ClassDojo and am always open to

conversation with you”

I believe that this structure is very important because it is very direct and easy. It lets the

parents know what is most important to me and how they can contact me.
Classroom Management Plan 13
Classroom Management Plan 14

Social Contract

I have never been a fan of long drawn out rules within the classroom so when Brittany

Lesser mentioned the three rules that she has I noted her words and they have not left my

thoughts. The rules include; Take care of yourself, take care of each other, and Take care of the

classroom. Even currently during my student teaching I have applied these rules. Before I correct

the behavior of a child, I ask myself are they hurting themselves, their peers or their

environment. If the answer is no to all three of those then I let it go because in that moment

they're just being kids. When it comes to having these rules, letting the kids know this is what I

expect will allow them to analyze their own actions creating their own conduct. Below are areas

that will need to be discussed in terms of the social element of the class because they involve

others. In this paying attention to the individual kids is very important because it will create a

controlled and positive environment.

Classroom Management Plan 15

Bathroom routines

When going to the bathroom I plan to remind the students of the classroom rules before

entry. Stating that the importance of following these rules for safety themselves and their peers

within the classroom. Outside the bathroom students will be asked to be on their best behavior

and display proper hallway etiquette. For individual use, students will only be allowed to use the

bathroom one at a time in a manner that reflects the proper behavior that is expected within the

classroom.
Classroom Management Plan 16

Hallway Expectations

In the hallway, I want the students to know that their behavior is not a reflection of me but

of them. This will allow them to take into account their own actions and how it makes them look.

For younger kids making the trips in the hallway entertaining will be most important while also

explaining and reminding them of the three rules.

Managing Materials & School supplies

Managing Material is all about letting students know that their belongings are important to

them because what they own is important, including their own school supplies. This starts with

stating the rules of the class and creating a structure. I will have a location in the classroom

where the students can store their belongings. I’ll also let the students know that instruction time

is not a place to manage materials as that should be done during transitions times. When it comes

to school supplies the ones within the classroom will have to be treated with the same respect

that they treat their own materials.

Classroom jobs/duties

Classroom duties will be very important within the classroom because they are another

opportunity of students to become responsible. If students know that their time is valued and

important then they will know will complete their task for the betterment of the classroom. Each

student will be assigned a job that will change each month. In this a money system will be placed

much like the one developed by Rafe Esquith.

End of day/dismissal routines

Classroom Management Plan 17

The end of day routine will be very simple. The kids will take care of the classroom beyond

just their areas. This will include cleaning up and preparing their space for a new day of learning

the next day. Whole brain activities such as call and response will be very important here.

Lunch Procedures/Expectations & Snacks/water/rest/etc.

The rules of the classroom will still stand when it is lunch time. The students will line up to

leave the classroom and walk down the halls using proper hallway etiquette. In the lunchroom

they will be expected to always have an ear open to cues from me and other staff.

Classroom Library

The classroom library will be open to students at any time as they understand that the books

are classroom material and should be taken care of. For checking books out I will have a log that

students can use. Students will also be able to buy books with earned classroom money.

Homework routines

When it comes to homework, I only plan on giving it out on two days, Monday and Wednesday.

The other days will be spent studying things like vocab or doing what makes the kids happy. I

have noticed that when students have a free schedule so does the teacher in the area of grading

every assignment, this will aid in having a nice structured and well-functioning classroom.

Conclusion

Classroom management is not an easy task nor is something that is established in a

day. The educator and the students all have to be willing to work together over and over

to create a classroom where everyone in it can flourish in more than just academics. This

starts with community building which leads to a community that has a strong foundation
Classroom Management Plan 18

of respect. As an educator there are many things that I have to accomplish. This includes

having a plan of self-care and understanding how much me being present within the class

truly means for the student’s behavior. Managing a class is more than being in charge it is

taking the welfare of the students and putting that first.

 Classroom Management Plan 19

Works Cited

(n.d.). Retrieved December 02, 2020, from

http://www.urmc.rochester.edu/encyclopedia/content.aspx?ContentID=4552.

Biffle, C. (2015). The Scoreboard. In Whole brain teaching for challenging kids (and the rest of

the class, too!) (pp. 62-76). S.l.: C. Briffle.

Bonner, M. (2017). Relationship Before Content. In Get up or give up: How I almost gave up on

teaching (pp. 76-86). New York: Post Hill Press.

Clark, R. (2012). Uplift other adults who play a role in the lives of our Children. In The end of

molasses classes: Getting our kids unstuck - 101 extraordinary solutions for parents and

teachers (pp. 20-25). New York: Touchstone.

Jennings, P. (2015). Withitness. In 1095406203 829994822 P. A. Jennings & 1095406204

829994822 D. J. Siegel (Authors), Mindfulness for teachers: Simple skills for peace and

productivity in the classroom (p. 42). New York: W.W. Norton & Company.

Program, M. (2015, January 08). Kohlberg's 6 Levels of Moral Development: What motivates our

students and ourselves. Retrieved December 02, 2020, from

https://seecing.wordpress.com/2015/01/08/kohlbergs-6-levels-of-moral-development-what-

motivates-our-students-and-ourselves/