A.

Develop a classroom management plan for a class you aspire to teach in the future by
doing the following:

1. Describe your future class by identifying the grade level and content area, if applicable,
and two types of instructional activities specific to your class that are relevant in a classroom
management plan.

Note: Examples of information you might include in your description are as follows: If it is a
secondary science class, will there be laboratory activities as well as direct instruction? If it is
an elementary grade, will there be centers?

-Grade Level: 1st Grade

-Content Area: General Education

-Two Instructional Activities:

One instructional activity will be small group reading instruction. The outline of the
small group reading instruction will be sight word review, a new reading strategy introduction,
and reading strategy practice.
The second instructional activity will be a whole group math lesson. This lesson will start
with me reviewing the previous math lesson and teaching a new math skill to the entire class on
the whiteboard and media screen in front of the class. The middle of the lesson will have a “we
do” section where the class participates by one or two students coming to the front and
thinking through problems with me as well as students in the class raising their hands and
helping them think through the steps of the math problem as well. The end of the lesson will
have a “you do” section where the students are given an exit ticket with a math problem to
complete and I will go around the room giving extra support to the students that I know need it,
while letting the students that I know did not struggle during the we do section complete this
exit ticket independently.
2. Explain your personal philosophy about your (the teacher’s) role as a classroom manager.
Include your responsibilities in establishing a positive, safe, and productive learning
environment that is inclusive of diverse student populations.

In my role as a classroom manager, I strive to provide a positive, safe, productive, and

inclusive classroom. I will provide positive relationships by learning the emotional and learning
needs of my students. I will provide a safe classroom environment by listening to my students
and their families by providing open communication. I will provide a productive learning
environment by allowing my students to explore, play, and learn in a safe and welcoming
classroom. The students will be productive by being engaged and involved in hands on lessons. I
will provide an inclusive learning environment by providing literature and course content that
includes the cultures, abilities, and disabilities of the students in my classroom. Another way I
will provide an inclusive classroom is involving the students in the making of the classroom
norms. I want students to feel like part of the classroom community by being involved no
matter what their cultural background or abilities are.
3. Identify three specific goals of your classroom management plan.

1. The students will share their emotional and learning needs in the classroom.

2. The students will be a part of a productive learning environment. They will explore, play, and
learn in a safe and welcoming classroom.

3. Students and families will have open communication with the teacher. Families will visit the
classroom and be involved in their students learning.
4. Describe your classroom layout for the class described in part A1. Include your and the
students’ seating arrangements and the placement of classroom materials and resources
(e.g., computers, displays, lab equipment, supplies) needed to conduct the class activities
identified in part A1.
a. Explain how the classroom layout could change between the layout described in part A4
and a layout for a different type of activity (e.g., direct instruction, learning centers, group
work).
4. The layout that is shown is
what the classroom will look like for
the majority of the school year. The
extra reading group supplies from A1
will be stored next to the teacher’s
table and the daily supplies the
students use during reading group will
be on the horseshoe shaped table.
The shape of the table allows for the
teacher to check in with students
better.
A1 Math supplies will be in their student Most standard student school
desks and math problems will be handed
out to them supplies will be stored in the student
desks. Any extra math manipulatives
specific to a math lesson will be
handed to them on their desks. The
student desks are in groups so they
can turn and talk to a partner easily
during the “we do” section of the
lesson. I will be walking around the
room during this lesson.
Teacher’s desk
a. At the beginning of the
school year, I will change the layout
by moving all of the desks in rows.
This is because I want to learn the
A1 Reading personality and academic needs of
group the students before I place them in
supplies the grouped desk arrangement.
The activities that we will do
while the desks are in rows are get to
know you activities and assessments.
The rows will allow the students to
focus better on their assessments.
5. Describe two specific classroom routines, including one procedure associated with each
routine, that you will implement to best provide structure for the classroom.
a. Explain how these procedures will be communicated to students.
Routine
Lining up at the door to leave
the classroom
Transitioning to a new station
Procedure
1. Teacher says “Class Class”
2. Students say “Yes Yes”
3. Teacher announces to the
class the place where we are
going (P.E., library, lunch, etc.)
and instructs them to clean up
the area they are in. The
teacher will choose the group
first whose area looks clean
and the students are silent.
4. Teacher announces students
by table group when they show
they are ready. When the
students line up, they are
silent, they have walking feet,
and they have their hands to
themselves to show that they
are ready for the hallway. If the
students do not show that,
then they will be told to sit
back down.
5. All groups are in line at the
door, looking forward, silent,
with their hands to themselves.
1. Teacher says “class class”
2. Students say “Yes Yes” while
their hands are in the air, away
from materials. The students
eyes are looking at the teacher
and their ears are listening to
the teacher.
3. Teacher announces any
corrections or reminders about
the stations that need to be
How will this procedure
be communicated in the
first week of school?
Teacher and students will
practice this randomly
throughout the day, even
when the students are
not really leaving the
classroom, to ensure that
the students have
experienced the
procedure.
The teacher will allow the
students to pretend to be
working. Then the
teacher can explain each
step while the students
practice going through
them with her.
Before new science
content is taught, the
students will practice this
procedure with play
materials at their stations
to minimize the need for
concentration. Each
station will have a
different game or toy to
play with.
said. Then the teacher tells the
students to clean up their
station, and point to the next
station to show me they are
ready for the next station.
4. Once all stations are clean
and all students are pointing to
their next station, the teacher
announces that they can move
to the next station in a
clockwise motion.
5. Students can begin working
in their next station
immediately.
In the first week of
school, students will
pretend to play in
stations and then the
teacher will explain the
steps to the procedure
while the students
practice listening to the
steps in the procedure.
After the transition
procedure has been
mastered, then the
teacher will introduce the
new science lesson into
the procedure.
6. List three specific classroom rules that support teaching and learning in your classroom.
a. Explain how these classroom rules will inform and be supported by the creation of norms
in your classroom.
b. Explain how these classroom rules will be communicated to students.
Rule
1. Raise your hand to speak
during a lesson.
2. Walk in the classroom and
in the hallway.
3. When you are finished
with technology, place it back
where it belongs and plug in
the charger.
Norms
Respect the teacher and your
peers.
Be safe at school.
Respect school property.
How will this be
communicated to students?
During the first week of
school, the students will
practice raising their hand
when they have a question
during a teacher’s mini-
lesson. The teacher will
encourage the student with
words of affirmation when
this is done correctly. This
will remind all students to do
the same. The teacher will
explain how this let’s other
students have time to talk as
well so that they understand
that the rule benefits every
student.
During the first week of
school, the class will discuss
what they think students
should do to make a
classroom safe. We will keep
these thoughts on a poster
board. One of the actions will
be walking and we will
discuss why walking keeps
the classroom safe.
During the first week of
school, the class will discuss
what it means to be
respectful to technology.
Several actions that the
students name will be
marked on a poster. We will
discuss the importance of
why we should keep a laptop
charged and why it should be
placed in a designated place.
Students will not want to
have their technology lost or
dead if they enjoy using
technology.
7. Describe positive reinforcement and consequences you will use to help students adhere to
classroom norms, rules, and procedures.

Positive Reinforcement Consequences

-students will earn dojo points (electronic
points on an app)
-the points will add up to earn themselves a
ticket to a special school event (ex: ice cream
party, teacher student basketball game, etc.)
-student will not earn dojo points when they
are not following the norms and rules of the
classroom
-the first time a student is not following a
rule, they will have a verbal warning privately

-words of encouragement will be used often -the second time a student is not following a
when students are listening to help build a rule, their clip will be moved down and they
relationship between the teacher and will have five minutes taken away from
student recess as a walking time

-the students will have their clip move up and -the third time a student is not following a
that will earn them a special note home rule, their clip will be moved down again and
when they have exceptional behavior (doing a note will be sent home to the parent
something kind to help a friend, extra
classroom chores etc.)
8. Explain how all students will be actively involved in the plan and what their roles will be in
participating in a productive and collaborative learning environment.

At the beginning of the school year, the whole classroom will have discussions about
what they want their classroom to be like. There will be question posters that the class will
answer together. “What can I keep my classroom safe?”, “How can I keep technology safe?”,
and “How can I be an active learner?”. The teacher will use the collaborative student answers
from the posters to create the classroom rules.
Another way that students will be productive is having classroom jobs. The jobs will be
connected to the classroom rules and norms they created. For example, if a norm that the
classroom created was to respect classroom technology, one of the chores would be having a
technology person to double check that the computers are off at the end of every day. Every
month we will move their name sticks around the chore chart and they will get to take turns
choosing the chores that they would like to do. This will help the students feel like an active
participant in their classroom environment. I want students to feel safe and welcome in the
classroom.