Classroom Management Plan Autumn Rendall

CLASSROOM MANAGEMENT PORTFOLIO/RESEARCH PAPER 2
Classroom Management Portfolio
Introduction & Philosophical Statement
Hello there! My name is Autumn Rendall, and I am a graduate student who is preparing for
a post-graduation career teaching in an EC-6th grade classroom. This classroom management
portfolio is a guide for the way I plan to establish what my classroom looks like, feels like, and
behaves like. I have designed this portfolio specifically for the use in a fourth or fifth grade
classroom since that is my dream grade to teach. I have always dreamed of being a teacher, and
this portfolio showcases my vision for my future classroom and has helped me prepare to begin
student teaching in the fall.
My classroom management philosophy is grounded in the hopes of creating a
person-centered classroom. I want the classroom procedures that I create to be followed and for
students to listen and pay attention to my classroom expectations. However, I also want to provide
my students with many opportunities to play an active role in making decisions for their learning,
and I want them to feel heard and respected at all times. To combine these two goals, I want to
build a positive relationship with my students and create a classroom culture where they feel
motivated to be the best student they can be simply because they genuinely are excited to learn and
feel valued for being a part of the classroom, as opposed to fear-based motivation that can
unfortunately be seen in some classrooms. I would say that my classroom management philosophy
is closest to the Consistency Management & Cooperative Discipline, since this emphasizes,
“shared responsibility between teacher and students” (Freiberg & Driscoll, 2005, p. 177). In this
research-based model, there is a “consistent but flexible” environment for learning, and students
join the educator in making a collaborative plan for the classroom’s rules and procedures (Freiberg
& Driscoll, 2005, p. 177).

First Day (s)
Over the first few weeks of school, I hope to make classroom expectations and procedures
clear and have built a positive classroom culture that students feel excited about, connected to, and
respectful towards for the rest of the year. To achieve some of these desired results, Freiberg and
Driscoll (2005) identify that educators, in the first few weeks of school, should, “(1) teach the
rules and procedures with explanations, modeling, and discussions; (2) practice the rules and
procedures with students; and (3) provide feedback to students about whether they are following
the rules correctly or incorrectly” (p. 156). Also, at the end of the first week, I could review a
first-week checklist to make sure I’ve done everything I can to meet these goals for the first
week. By reviewing the checklist, I can feel accomplished over what I've achieved and remind
myself to work on anything I haven’t. Here is one that I could use (source is on the image):
Here is the agenda for the first day of school:
8:00-8:25: As students come in the door, I will introduce myself to them as they walk in. At their
desks, which will have their names on them, they’ll have a “get to know me” worksheet they’ll
fill out with a pencil that's provided to them. I’ll also be collecting the required school supplies.
8:25-8:50: I officially introduce myself to the whole class and welcome them to the new year.
8:50-9:00: The students get time to continue their get to know me sheet as I play fun background
music.
9:00-9:25: The students play a get to know each other activity, where they go around the room
getting to know other students by filling in the answers to the questions on the sheet. This activity
will help build a classroom community and get students excited about the school year. Here is an
example of a get to know each other sheet we could use, which I have included to show the fun,
community-building nature of this activity:
Source: (A to Z Teacher Stuff, LLC, n.d.)
9:25-9:35: Each student says something interesting they learned about someone in the get to
know each other game.

9:35-9:45: I share my get to know me sheet that I filled out, so the students can know me better.
9:45-9:55: Restroom Break (where I also teach the restroom break and line-up procedures)
9:55-10:55: Students go to their activity (music, P.E., art, etc.)
10:55-11:55: Procedure Tour. I will explain all of the class procedures to students, and present a
slideshow with pictures and models of what procedures look like, as well as go around the
classroom and point out procedures that relate to the classroom.
11:55-12:25: Lunch
12:25-1:25: We create our classroom constitution together. I want my students to know that they
play an important part in their own education and feel respected and heard. We will brainstorm the
kind of classroom we want to have and create a class constitution together that has rights and rules
that work towards that. Here is an example of what ours could look like:
Source: (O’Rourke, n.d.)
1:25-2:25: We’ll discuss class goals for the year, and I’ll ask students about what they’re excited
about learning.
2:25-3:15: I’ll tell students about our classroom jobs, and give them time to work on their
applications. If they finish early or do not want to apply, they can read silently.
3:15-3:30: Gather belongings, review what we went over today, and give them a chance to get
one thing out of the treasure box. I will be sending home a survey for their parents, which I will
put in their student mailbox and remind them to have their parents fill it out when they get home. I
am including this because as much as we got to know each other during this first day, their parents
will be able to provide me with valuable insight about their students that I might not be able to get
from the students themselves. Also, it will begin a line of communication between myself and my
students’ families. Here is one I would like to send home:
Source: Ross (2012)
3:30: Dismissal
Classroom Environment
I aim for my classroom to be a space where students feel free of distractions, motivated to
do their best, and are reminded that their presence is valued. The physical space where students
learn can have a large impact on their learning, and I want the layout of my classroom to only
positively contribute to their learning. I plan to decorate my classroom with affirming posters,
have a class library and reading area if the space has the room, and have student mailboxes. In
these, I’ll place any homework, notes to parents or any other take-home documents for my
students. They’ll be decorated to be bright and exciting, and here is an example of what I had in
mind. I included this image because it is well-organized and visually engaging.
Source: (Learning in Wonderland, 2019)

Layout Design #1: In the first layout I designed, I created a layout for a relatively large amount of
space. The teacher is able to clearly see each of the desks, students are placed together for easy
collaborative work, the storage/student mailboxes area are out of the way and near the door, the
teacher can save time from not having to move around the room to teach the lesson, and the
classroom library/computer zone is at the back to avoid distractions for students.
Layout Design #2: In the second layout I designed, I created a layout for a more narrow, but still
large type of classroom. The students are able to easily see the teacher, work together in groups,
and have easy access to the work table if need be. Also, the classroom library and storage area are
at the back to limit distractions.

Layout Design #3: The third layout I designed was with a classroom with limited space in mind.
The students are able to easily work collaboratively, the educator has a clear view of the students
from both the desk and the teaching area, the storage/student mailboxes area are out of the way
and near the door, and the computer zone is at the back to avoid distractions.
Classroom Procedures
I will determine classroom procedures by analyzing the day-to-day schedule within the
classroom, looking over the school’s rules and policies, and assessing the needs of the grade I will
be teaching. I will communicate these procedures to students on the first day of school and use
modeling, examples and answering class questions to make them clear to students. I will convey
these procedures to parents in an email newsletter that will go out the week before classes. I will
communicate these procedures to administrators during the weeks before the first day of classes,
so I can make any required adjustments they identify.
When it comes to transitions between classes, there is potential for students to get rowdy,
so I will establish clear routines for transitions as soon as the first day of school. Also, when it
comes to low-priority interruptions, I will do my best to let them not take up class time that could
be going towards the lesson at hand.
Here is a list of procedures that will be established in my classroom:
● There will be a warm up that begins each day that students are expected to quietly work
on when they arrive at class. I have included this example of two math warm-ups to
showcase the simple but jumpstarting nature of the warm-ups I will include:
Source: (Teach Starter, 2017)

● When students arrive to class, they will put their stuff neatly away in the class cubbies.
● They will keep class supplies organized when going to borrow them.
● They will use the class sign-out sheet when borrowing a class book. I have created an
example of what this sign out sheet will look like, and I have included it below to show
that it is simple and efficient for the classroom.
Name of Student Name of Book Date checked out Date checked back in
● Students will use their quiet voices and act quickly when lining up to leave the classroom.
● After each activity and at the end of the day, students will clean their desk area.
● When there are guests in the classroom, students will treat them with respect and listen to
what they have to say.
● When students are offered independent reading time, they can very quietly discuss what
they are reading with their neighbor, but besides that it must be a quiet process.
● Students will be on their best behavior when the class goes to take a bathroom/water
break.
● When the class comes back from an activity (recess, P.E., music class, etc.), they need to
focus back on the teacher and the class lesson.
● When participating in collaborative work, students need to stay on task and use their inside
voices.
● Students will turn in their work in the designated turn-in bins. One will be a complete
turn-in to show they felt confident in the work. One will address that they need a bit more
practice, and one will say that they need to be retaught on the material. I have included an
example of what the turn-in bins in my classroom could look like to show that they are
organized and work to assist students:
Source: (Tales From A Very Busy Teacher, 2019)
● When performing classroom jobs, students will be respectful to the teacher if she is
teaching her lesson and will perform their job to the best of their ability. As an example of
the kinds of classroom jobs I am referring to, I have include an image that represents
different possible jobs for students:

Source: (Mulvahill, 2019)
● At the end of day, students will check their mailboxes, and bring home any homework and
notes to their families that are in the box.
● When the day is over, students will use their quiet voices when getting their supplies
together and will line up to leave the room.
Discipline System
At the beginning of the year, my students and I will create a classroom constitution
together of expectations for our classroom. I hope that this will help the students feel valued for
their input, and that this encourages them to follow the constitution since it also reflects their
beliefs and not just my own. Here are the classroom expectations I plan to have on the classroom
constitution:
● Keep your desk clean
● Be kind to yourself, your classmates, and your teacher
● Use quiet voices when inside
● Be ready to learn
● Bring your materials to class
● Complete tasks your teacher gives you
● Raise your hand to speak
● When you’re inside walk, don’t run
● Keep your hands and feet to yourself
● When the teacher is talking, please be listening
My discipline plan is routed in restorative practices as opposed to punitive. While
punitive practices aim to change student behavior through punishments, restorative practices
emphasize a growth mindset, build a classroom community, and work at actively dismantling
some of the effects of racial disparities in schools due to the disproportionate amount of students
of color affected by punitive discipline. As opposed to sending students straight to the office, I
will use restorative practices such as affective language, circle processes, and restorative
conferences to all students to reflect on the impact of their actions and grow from their mistakes
(Cunnigham, 2020). Restorative discipline also aids in building a positive student-teacher
relationship, which helps students feel valued and understood in the classroom.
Here is a hierarchy of restorative practices to show how they relate to each other. This
image provides extra insight into the formality of each practice:
To address immediate discipline needs in class, I plan to use “I” sentences. For example,
if a student is talking loudly during a class lesson I could say, “I like it when the class is quiet” as
opposed to placing blame and disrespect towards the student themselves. If this does not work,
then I will use affective language with the student which encourages self-correction of the
behavior and reaffirms positive actions while redirecting negative actions (Cunnigham, 2020). I
have included a guide to use affective language, due to the importance of doing this practice
correctly. If this does not work then I will issue a warning to the student.
Source: (Spokane Public Schools, 2019)
If there is an interpersonal struggle between students, I will use the circle process to build
an understanding between the students involved. I would serve as the moderator for the
discussion, and students would only talk when the talking item is in their possession in its journey
through the circle. I have included an example sheet of rules for the circle process. It is important
that the rules be discussed and maintained due to the sensitive nature of the project. These rules
make sure that each student feels heard and given the time of day. Here they are:
Source: (Partnership for Los Angeles Schools, 2016)
If the student behaves the same after the “I” statement, affective language or circle
process and warning, I will utilize a restorative conference. The students’ family will be notified
of the conference, since the process will involve myself, the student, school personnel, and the
students’ family if the situation calls for it. Below is an image with a sample email I’ve created to
show how I would communicate the news of the restorative conference to the student’s family.
This discussion will utilize student-centered questions and aims to prompt the student to
discuss their actions and be aware of the impact they had. The situation will be addressed, the
parties involved can share their experience, and the student will hopefully leave with an
understanding of how and why to avoid this situation again (Cunningham, 2020).
Student Motivation
My ultimate goal in motivating students is to create a classroom culture that has them
excited to learn each day, and I hope they one day want to be the best students they can be just
because they love school so much. However, that mentality is not reached overnight, so I will do
what I can to get them there using other methods, such as a ticket system. Students will be given
a ticket on occasions they are exhibiting positive behavior such as being helpful, kind, etc. After
each set of ten tickets, the students could select a prize from the “treasure bin” I have created. I
have attached an image of an example of what my class treasure bin could look like, and I think it
illustrates the excitement it will stir up in students:
Source: (Staake, 2019)
When it comes to students who see no value in school or who don’t see the value in doing
things as well as others, I will do my best to have conversations with them where I can openly
talk with them about why they don’t see value in school. In this conversation, I will talk with
them about all of the wonderful things learning can bring to our lives. I will also make it my goal
to understand what they enjoy doing if it’s not school, and I will work to connect it to their
learning experience so they can associate school with value.
For the gifted students that are unmotivated but don’t want to stretch too outside of their
comfort zone, I can give them the option to exchange their tickets for time to work on a research
project of their choosing. By giving them the option to seek out information on an idea they’re
passionate about, they can work on material that engages them while also still participating in the
rest of the class’ lessons. I have attached an example of a proposal that a student could fill out to
propose their project that they’d like to work on to show that it is rooted in being an enlightening
and motivating tool for students.
Source: (O’Dor, 2015).
Classroom Engagement
I plan to engage my students by creating as many opportunities for student choice, relating
curriculum back to their own lives, and always making them feel valued and safe in my classroom.
For student choice, any time I can present more than one option for something in the classroom I
will, so that they feel directly engaged with their learning. These possibilities include choosing
the morning warm-up, what to do with any free time, and more. For relating curriculum back to
their lives, I will do what I can during lessons to cause students to think about how the material at
hand can be applied to them. In order to make them feel valued, in addition to using affirming
language and treating them with continuous respect and kindness, I can also create a classroom
environment that reminds them that I care. I have attached an example of a way I can do so by
placing my class’ recent activities on a class board for all to see. I have included this example to
show how powerful it can be for student to showcase that you’re proud of their work:
Source: (Cooties And Cuties, 2017)
Also, I want to let them know that I value each of them for exactly who they are, so I will
place affirming posters around the room. I have included this poster as an example because it
does a wonderful job of letting students know that they are wonderful and special.
This source is on the image.

References
Author Unknown. (n.d.). Students’ Rights.
A to Z Teacher Stuff, LLC. (n.d.) Getting To Know You Worksheet.
http://printables.atozteacherstuff.com/362/getting-to-know-you-worksheet/
Cooties And Cuties. (2017).
https://www.instagram.com/p/BZmqihPApk7/?epik=dj0yJnU9c0R2R3ktT2NBcEdibzJ1N
1pGVGVJeDM3RnNhUWc4OXomcD0wJm49RGlQZk94Z3BNbXNkLXlaVFVGaDlDd
yZ0PUFBQUFBR0NRdEdz
Cunningham, H. (2020, October 1). Restorative Discipline: Classroom Management for Equity
and Justice. Green Schools National Network.
https://greenschoolsnationalnetwork.org/restorative-discipline-classroom-management-fo
r-equity-and-justice/.
Freiberg, H. J., & Driscoll, A. (2005). Universal teaching strategies (4th ed.). Pearson/Allyn &
Bacon.
Freiberg, H. J., McFaul, S. (1980). Project Entry Teacher Corps Instructional Booklets. Houston:
University of Houston-University Park.
Learning in Wonderland. (2019). Classroom Mailboxes.
https://learninginwonderland.com/2019/03/classroom-mailboxes.html
Milner, H., Cunningham, H., Delale-O’Connor, L., and Kestenberg, E. (2019). These kids are out
of control: Why we must reimagine “classroom management” for equity. Thousand Oaks,
CA: Corwin Press.

Mulvahill, E. (2019). 38 Ideas for Flexible, Fun Classroom Job Charts.
https://www.weareteachers.com/classroom-job-charts/
O’Dor, E. (2015). PAT (Preferred Activity Time) Proposal Form.
http://meoed.blogspot.com/2015/02/pat-preferred-activity-time-proposal.html
O’Rourke, N. (n.d.) Classroom Constitution.
http://weesnorourke.weebly.com/classroom-constitution.html
Partnership for Los Angeles Schools. (2016). Restorative Communities Resource Guide.
https://partnershipla.org/wp-content/uploads/2018/08/RC-Resource-Guide-2016.pdf
Ross, J. (2012). Parent Survey.
https://www.classroomfreebies.com/2012/08/parent-survey-for-beginning-of-year.html
Spokane Public Schools. (2019). Affective Statements and Restorative Questions.
https://www.spokaneschools.org/cms/lib/WA50000187/Centricity/Domain/176/Restorativ
e%20Communication%20Handout.pdf
Staake, J. (2019). All the Best Low-Cost Treasure Box Prizes You Can Buy on Amazon.
https://www.weareteachers.com/treasure-box/
Tales From A Very Busy Teacher. (2019). Turn-In Bins.
https://www.instagram.com/p/BtwvNbDlG7h/
Teach Starter. (2017). 23 Math Warm-Up Ideas for Your Classroom.
https://www.teachstarter.com/us/blog/23-math-warm-up-ideas-for-the-classroom-us/

Classroom Management Plan Autumn Rendall

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Classroom Management Plan Autumn Rendall

Uploaded by

Copyright:

Available Formats

CLASSROOM MANAGEMENT PORTFOLIO/RESEARCH PAPER 2

Classroom Management Portfolio

Introduction & Philosophical Statement

a post-graduation career teaching in an EC-6th grade classroom. This classroom management

student teaching in the fall.

My classroom management philosophy is grounded in the hopes of creating a

& Driscoll, 2005, p. 177).

First Day (s)

Here is the agenda for the first day of school:

community-building nature of this activity:

Source: (A to Z Teacher Stuff, LLC, n.d.)

know each other game.

9:55-10:55: Students go to their activity (music, P.E., art, etc.)

classroom and point out procedures that relate to the classroom.

Source: (O’Rourke, n.d.)

students’ families. Here is one I would like to send home:

Source: Ross (2012)

mind. I included this image because it is well-organized and visually engaging.

Source: (Learning in Wonderland, 2019)

classroom library/computer zone is at the back to avoid distractions for students.

at the back to limit distractions.

so I can make any required adjustments they identify.

be going towards the lesson at hand.

Here is a list of procedures that will be established in my classroom:

Source: (Teach Starter, 2017)

that it is simple and efficient for the classroom.

what they have to say.

focus back on the teacher and the class lesson.

organized and work to assist students:

Source: (Tales From A Very Busy Teacher, 2019)

different possible jobs for students:

Source: (Mulvahill, 2019)

notes to their families that are in the box.

together and will line up to leave the room.

● Keep your desk clean

● Be kind to yourself, your classmates, and your teacher

● Use quiet voices when inside

● Bring your materials to class

● Complete tasks your teacher gives you

● Raise your hand to speak

● When you’re inside walk, don’t run

● Keep your hands and feet to yourself

● When the teacher is talking, please be listening

My discipline plan is routed in restorative practices as opposed to punitive. While

(Cunnigham, 2020). Restorative discipline also aids in building a positive student-teacher

image provides extra insight into the formality of each practice:

Source: (Spokane Public Schools, 2019)

Source: (Partnership for Los Angeles Schools, 2016)

illustrates the excitement it will stir up in students:

Source: (Staake, 2019)

learning experience so they can associate school with value.

and motivating tool for students.

Source: (O’Dor, 2015).

Source: (Cooties And Cuties, 2017)

This source is on the image.

Author Unknown. (n.d.). Students’ Rights.

A to Z Teacher Stuff, LLC. (n.d.) Getting To Know You Worksheet.

Cooties And Cuties. (2017).

and Justice. Green Schools National Network.

University of Houston-University Park.

Learning in Wonderland. (2019). Classroom Mailboxes.

CA: Corwin Press.