Classroom Management Plan

Learning Goals:
The teacher candidate works to:
● Create a classroom management plan that includes the development of caring and supportive
relationships, rules, procedures, transitions, acknowledgement of student expected behavior,
disciplinary interventions, and opportunities for students to contribute to the functioning of the
classroom.
● Use the management plan to respond to at least three different classroom scenarios that occur in
the scenario provided by the instructor
■ The RUBRIC that will be used to evaluate the classroom management plan can be
found here.

Step 1-Getting to Know Your Students

1. Select a classroom video from the options provided by the instructor.
a. Pre-K Classroom
b. 2nd Grade Classroom
c. 5th Grade Classroom
d. 6th Grade Classroom
e. 10th Grade Classroom
f. 11th Grade Classroom

2. This video is a preview of your soon-to-be students.

3. As you review/watch the video, in the space below, identify and/or make a list of the
following:

● Grade level/age of students

Second grade (7-8 years old)

● General background information/observations about the students (i.e...interaction

patterns, behavioral tendencies, gender ratio, etc.).
In general, they were all paying attention. Claire participated. All students are quiet. But several of
them were fidgety, specially the child at the back. Other child covered his face and did not pay
attention.
They are kept together, calm, and engaged in a passive way. They are not necessarily paying attention,
but they are not being disorganized or interrupting the class. It was a big group, and the teacher could
not reach everyone’s attention at the same time.

Step 2-The First Days of School...Classroom Management

In a few days, your new students will enter your classroom for the first day of school, therefore focus on the
following:
Establishing Clear Standards of Conduct Likely to Result in Appropriate Behavior From Students
Using the principles, practices, resources, and methods explored in class this semester, identify and articulate…

● General behavioral expectations, or standards of conduct, that will be established and communicated to students during the
first days of class and reinforced regularly throughout the rest of the year.
-Respect yourself, others, and the teacher: participate and help others; be accountable to each other; put yourself in the shoes of
others – Don’t interrupt, listen, be kind, encourage others to act properly.

● How you plan to respond to behavior in a manner that is prompt and likely to be effective.
-I need to keep the same respect that I am asking them to give- by not making them feel bad about themselves but looking for other
strategies to gain the attention of the class or a student.
-If I need to correct someone or address a behavior, I will take the student individually and talk to them in a moment where it won’t
affect the educational
-Sometimes staying quiet until I get the classroom’s attention can help.
-Having partner discussions or a group discussion while I talk to the student or seeing if that helps the student return to be on-task.
-Walk beside the student while still teaching can be effective.
-Tell the class I need their attention, if it is bigger of a problem
-I need to analyze how my class is going, if it is getting the attention of the students, if they already understand or if it is too complicated
for them. I need to verify that the student that may misbehave is following the class and is on the same page, or if the content is too easy
for him/her.
-Often, by gathering the whole class’s attention is effective to gather the attention of one student that might be getting distracted. It is not
effective to call a student by their name to call their attention and tell them to not talk or keep whatever behavior they are having. It can
make them be quiet and not disrupt the class, but it won’t help them pay attention and learn.
-I will check how much time the lesson has been going on, and if I see that it might be tiring for the students, I will give them an activity
where they can rest or relax their brain. I could ask them to stand up and breathe or take a small break, without getting out of the class.

Step 3-The First Days of School...Establishing Procedures

Working with Students to Develop General Classroom Procedures to Enhance Responsibility
Using the principles, practices, resources, and methods explored in class this semester, identify and articulate…

● General procedures to enhance student responsibility that will be established and communicated to students during the first
days of class and reinforced regularly throughout the rest of the year. Be sure to include...

○ Beginning and ending the class day or the class period

-Beginning: Sit down in your place at least 5 minutest before the class starts. Don’t waste time. Have your materials
ready with you. Begin activity/pre-assessment or reading listed on the board, if there’s one.
-Ending: Clean up before leaving (no trash left). Put away materials on the right place. Don’t take home classroom
materials.
○ Helping students be productively engaged during small group and independent work time
-Group work: Help & ask each other first, if it is not resolved, ask the teacher. When gathering back together, students
will know the drill and won’t waste time. At the end, analyze/reflect on their individual contribution to the group and
their group work altogether. Always revise what to improve.
-Seatwork and Teacher-led Activities: Help each other pay attention. Help someone that needs help if you are ahead and
someone close to you has a doubt (especially when the teacher is busy). Colored cards for independent work
(green=good, on track; yellow=questions/needs help, but will try until teacher can assist; red=stuck, needs help, and will
read silently until the teacher can come to assist).
○ Helping ensure smooth transitions between activities
- (see below on transitions, etc.).
○ Distributing and collecting of materials to help students work efficiently
-There are school class materials and individual materials (their own).
-Area for class materials (boxes).
-Individual materials kept in desk or cubicle
-A member of a group of 4 students will be in charge of gathering the materials before class. That same student will be in
charge to make sure each student places all their materials (class) in the right place. Switch each week.
-Each student is still responsible of helping and not losing class materials.
-Bring own materials to class.
-Respect others’ materials.
 ○ Classroom Expectations for Behavior
-Respect yourself, others, and the teacher: participate and help others; be accountable to each other; put yourself in the
shoes of others – Don’t interrupt, listen, be kind, encourage others to act properly.
○ Transitions, interruptions, and helping learning activities to run smoothly with little-to no loss of
instructional time
-Move smoothly. Make transitions as instructed without lingering.
-Use color cards.
Check if you (student) can solve problem/question alone first. Then ask a peer, if working in teams. Then the teacher.
-Listen to other peers’ questions.
-If there were unanswered questions/comments by the end of the class, write them on a small piece of paper and add it to
the “Q Box.”

● How students could be involved in developing and/or refining the general procedures at the beginning/throughout the
school year.
Students should be involved in the process of setting rules and procedures. They need to be aware of the behavior standards, and they
need to agree with them, so that they can also be accountable- with the teacher, with each other as peers, and with the teacher. It can
be done as a contract.

Step 4-Working with Students to Develop, Articulate, and Utilize Self-monitoring and Self-
control Strategies
Using the principles, practices, resources, and methods explored in class this semester, identify and articulate…

● self-monitoring and self-control strategies that will be established and communicated to students during the first days of
class and reinforced regularly throughout the rest of the year.
-Classroom meeting
-Be accountable by helping each other keep a good behavior-if there is something that they don’t like or that is going on in class,
they can express it, and changes could be done, according to what it is.
-Written statements of beliefs
-End of week self-analyses
● how students could be involved in developing and/or refining self-monitoring and self-control strategies at the
beginning/throughout the school year.
-A student will call a class meeting when it should be held. Students will know expectations, so they will be involved in accepting
and helping each other in following the rules. It will make them accountable to each other to be aware of the already established
standards.
-Students will use journals in conjunction with the class meetings. They will write their own thoughts on the behavior of the class
in general and themselves in particular. Students will also make entries in their journals when meeting. They will also record their
reactions whenever something happens and their thoughts on how to improve as class or what can be done, etc.
-Students will help writing rules for the statements or contract. They will sign it.
-Write in journal self-analysis.

Working with Students to Develop and Articulate Cognitively-based Strategies for

Meta-cognition/monitoring of Learning
Using the principles, practices, resources, and methods explored in class this semester, identify and articulate…

● cognitively-based strategies for meta-cognition AND monitoring of learning that will be established and communicated
to students during the first days of class and reinforced regularly throughout the rest of the year.
-Ponder after each class how they did individually and what they can do better.
-Have process-notice when you are angry, annoyed, frustrated, hungry, and stop what you are doing to address feelings.
● how students could be involved in developing and/or refining cognitively-based strategies for meta-cognition AND
monitoring of learning at the beginning/throughout the school year.
-They will be trusted with this. They have the opportunity to choose to write down or just ponder about it. They will be writing at
the end of the week about their progress, learning, conflicts, how they contributed to class behavior, how they could’ve stopped
conflicts that happened.
-They will be trusted with going through the process of what they can do in the moment to feel well and do good and so that they
can respond in a positive way and help others do it as well.
-They also need to be reminded of their good feelings and good behavior and have them recognize what they did to accomplish
that.
Step 5-Teacher Response to Student Behavior
Respect and Rapport

1. Review the classroom video you selected from the options provided by the instructor again.
2. As you review/watch the video, identify and make a list of all student behavior/interactions that
are off-task, disruptive, and/or disrespectful. This will likely require you to watch the video
several times.
Student facing the wall; Student far away from group writing on a paper; student left the group for a
bit to talk to the other student that was far away from group; student making noise-humming; students
at the front talking while teacher talks or student participates; student a lost look on face, not moving,
participating or reacting in any way.
Review the list of student behavior/interactions that are off-task, disruptive, and/or disrespectful from
step 5 of this assignment. Identify and respond to at least three situations from the video in a way
that:

● Reflects uniform respect between the teacher and all individuals in the classroom
● Seeks to make connections with individual students
● Utilizes multiple levels of behavioral intervention when necessary

Behavior/Interaction What YOUR response would What YOUR response would What YOUR response would
Identified be the 1st time the behavior be when the behavior Occurs be if the behavior is chronic
occurs more than once occurs (repeatedly over time)

Student faced the wall. He
covered his face with his jacket
for a while and did not face the
teacher or the students talking.
Small reminder of paying
attention.
Calling all the students’
attention, so that it goes
unnoticed.
Ask him silently to turn around
by touching his shoulder or
telling him silently to pay
attention.
Ask the student if everything is
ok at the end of the class, if
there is something that bothers
him, why he covers his face
and does not face the class.
If there is something I can do
to help and to help him pay
attention or be interested in
class-that maybe he can help
me make the class more
interesting with his advice.
Go through the standard of
respect and tell him that I need
him to help me keep the
standards – but me trying to be
understanding at the same
time.

Student contract.

Other idea:
Have him have a checklist of
his behavior/emotions.
Whenever he feels stressed or
bored, he will review his chart

Student moved away from the
group and started talking to
another student that was farther
away from the group.
Student humming while
another student or the teacher
is speaking
See if it changes. Say in a not
loud voice-let’s stay together
to the whole class. If able to,
silently sign with the hand.
Remind the whole class to stay
silent/give attention (respect)
others by listening and not
making noise.
If I am close by to the student,
tell the student to come back
to/stay with the group, in a
silent way.
Have the students have a pair
discussion on a question and
have him come back to the
group.
Make the students all stand up
and move around the circle so
that the students at the back are
at the front now. Tell them it is
just an exercise to have them
move and breathe.
Make eye contact with the
student. Make sure they
understand we should be
paying attention to other
students or to what is being
said by smiling but gesturing in
a way that they know we need
them to stop humming or
making noise.
where there are things he needs
to revise -if he is hungry, he is
tired, if there is something he
needs to be doing at the
moment and put aside his
worries, if there is something
worrying him that he can write
down and then pay attention to
the class, etc. Then, he will
write a box where he will write
down ideas and random things
that he is learning about in the
moment.
Talk to the student and ask him
to help me with something in
the class. See if there is
something wrong with groups
for him.
When talking to him
individually talk about-Pairing
him up with someone. When in
groups, sitting somewhere
close to me. Checking options
with him to see what is more
comfortable for him and check
his desire for learning and ask
him if there is something else I
can do to help. Establish limits.
If there is a bigger problem,
make a contract with the
principal or someone else and
you and the student about
behavior. Have him sign it.
Talk to student about using
energy she has to participate or
doing things related to the
class. Talk about how it might
distract other students. Talk
about how it is a nice talent
and that it is good, but that
there is a time and place for
everything. Find alternatives
with the student to help her pay
attention instead of getting
distracted humming in an
inadequate situation. Establish
a way to communicate through
gestures or eye contact to say
that she is having a hard time
paying attention or being
interested/engaged. Have more
hands-on activities. Check if
there is something she is
struggling with and if there can
be new setting of standards
between her and me and the
school.