Creating a Classroom Management Plan Template

Classroom Teacher: Amanda White

Classroom Management Plan Statement of Purpose: Our Classroom is a safe place for all
students to learn successfully. Respect for others and ourselves creates a positive learning
environment. Community building and encouragement will be found inside this
classroom.

Rules (List 3-5): Rule Positive Reinforcements: Rule Consequences:

1. We will Respect others and 1. Reinforce the positive behavior 1. Give a verbal warning.
ourselves. that is wanted.
2. We will stay engaged in our 2. Give verbal praise and 2. Conference with the
learning by staying on task. acknowledge the positive behaviors. student one on one.
3.We will come to class prepared 3. Send a positive note home to 3. Have students complete a
for the day. parents sharing their positive reflection sheet to discuss
behaviors. how to improve the
behavior.
4. We will stay open minded 4. Super Improver stars to enforce 4. Contact parents about the
when others talk. student’s positive behavior. behaviors
5.We will do our best and we 5. Special classroom privileges 5. Contact the Dean of the
will succeed. when the super improver chart is school or Administration.
complete.
Classroom Procedures and Routines: Rules and procedures that will be put into place will be
clear and well communicated to the students. The procedures and routines will be done daily. It
is also important to use timers to help with transitions. This will give them a heads up when
the activity is about to change. Give jobs to students in the classroom, this will help those
students that need the extra behavioral support feel more part of the classroom. It will also help
with the high academic students as well if they are given a student tutor job. Class routines and
procedures need to be taught and practiced with the students until all students understand what
is expected. This helps to prevent behavioral problems when students are going through
transitions. Using visual cues are helpful to those students that have a hard time reading.

1. Greet each student at the door

2. Enter the classroom with a level one voice
3. Take out supplies that are needed to for the class period
4. Be in seat in learning position
5. Attendance will be taken
6. Start on Bell Ringer for the day
7. CHAMPS out the lesson for the day
8. Respect others and yourself by staying on task and listening to the teacher and peers
9. Participate in class discussions
10. Work in small group rotations
11. Turn in any assignments that need to be turned in
12. Exit ticket for the day on Google Classroom

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 13. Leave class when bell rings at a level one voice

Classroom Environmental Considerations: CHAMPS is used to help students understand

the conversation level, how to ask for help, the activity we are working on, the classroom
movement, participation and then success. This allows students to know what voice level we
are at in the classroom and what movements are required for the activity. Daily check-in to see
what Zone the student is in is useful to know what kind of day we are looking at for that
student. Providing accommodations to the classroom environment will help to increase the
academic engagement and lower behaviors. It is important to review the student class profile
to have a better understanding of where each student is academically and socially. This will
help plan lessons that are more geared to the individual student which will help with
engagement.

1. What is the Zone we are in? If it is not green, how can we get to green so we will be
ready to learn? Green is ready to learn, blue is sad or sick, yellow is getting upset or
frustrated and red is angry and about to be disruptive.
2. Go over daily expectations for the classroom and the lesson.
3. Review the Daily lesson objective and essential question. This will help them better
understand what they are learning and why.
4. Send home a parent survey of what their student likes and what the parents feel would
work best for their child. Include student name, birthday, likes and dislikes, academic
strengths, academic concerns, items that help to motivate the student, and cultural
background.
5. Give the students a survey where they can share their likes and dislikes. This will help
when finding activities to keep students engaged and build a positive rapport with the
students.
6. Discuss with students how they feel they learn. For example, are they visual learners,
kinesthetic learners, auditory learners, and if they do best with computer based
assignments or paper assignments. Looking at the profile, many do not have access to a
computer at home. This will need to be taken into consideration.
7. Have a welcoming classroom environment. Stay positive with the students and build a
relationship with them.
8. Get to know what each student needs to be successful. All are individual learners that
come from different backgrounds. For the students that need a gifted class, make sure
to give them higher level learning activities.
9. The physical classroom environment is clutter free and free of distractions to help all
students find success in the classroom.
10. Provide students with flexible seating to help with movement needs, this will also help
with distractions in the classroom.

Implementation Plan: To implement the plan, it is important to start the first week of school
to introduce the classroom procedures and expectations. Have students be a part of the

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discussion and develop the expectations together. This will help them feel more confident
about the expectations and have a buy in. Students will become engaged and less likely to have
major behavior problems. This is also the time to sit and get to know the students and build a
positive relationship with them. As a class we will review the classroom procedures and
expectations after a long weekend and the first day of the new semester. Things may have
changed so it is okay to review the expectations and change them if they need to be. Listed
below are ways to get students involved in the classroom management plan:

1. Have students join on the carpet to go over and discuss the classroom management
procedures.
2. Go over ideal expectations and get student feedback. Use Kagan strategies to get the
whole class involved.
3. Make a list of ideas that students have for expectations and create an anchor chart.
Students can even take part in writing them down to get them more engaged.
4. As a whole group it is important to practice the procedures. Practice them the correct
way, incorrect way and correct way again. This helps students understand what way is
appropriate.
5. Keep practicing the procedures until you feel that the students are ready to do it the
correct way. It is okay to practice more than one day or even one week. Sometimes it
takes practicing the procedures every month to make sure they are able to do them
correctly.
6. It is important to stay consistent! If need be you can tweak it a little but keep it as
consistent as possible.
7. Give students jobs in the classroom such as CHAMPS leader to help get the students
ready for the lesson.
8. It is important to post the rules and procedures in a place that all students can see. You
can even have the students sign them stating they read them and understood them. That
also helps them feel more obligated to stay on the right path.

Documentation Plan: When documenting students behavior, it is important to look at the type
of behavior the student is exhibiting, how often the behaviors happen, and what is causing the
behavior. Having students document their own behaviors is helpful for them to see what they
need to work on and it gets them involved. If the students notice that their behaviors are
happening at the same time during the same lesson, we will be able to go back and see what
the cause of that behavior could be from. This will also help determine the effectiveness of the
management plan. If we see a pattern in the student’s behavior, we know we will need to fix
something to help the student be successful. When documenting a student's behavior it is
important to use more than one data collection method. Sometimes it means just observation
and data from a formal screener. There are several ways to document behaviors.

1. Behavior notebook: helps with whole-class management and having students give a
reflection on their behaviors
2. Daily Behavior charts: this would be for individual use. Students can color in or add
stickers to record their behavior daily and share with parents.

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 3. Classroom systems such as Class Dojo are helpful and parents can get access to see
their child’s participation and behavior.

Confidentiality and Ethical/Legal Considerations Plan: All documents with student’s

information will be kept in a file with their name on it in a locked filing cabinet. When another
teacher steps in to give a lesson, only initials will be added so other students and teachers will
not know the student that is getting the services. This way it will keep them protected. All
students with IEPs have their confidential folders placed in the facilitator’s office in locked
filing cabinets behind locked doors. Student snapshots with IEP information are placed in their
folder in the classroom in a locked filing cabinet so no other student or teacher can get access
to the information.

Crisis Management Plan: First and foremost it is important to maintain a calm demeanor
through the whole process. Students who are escalated or frustrated have already been set off
by some trigger so it is best to stay calm and use a calm voice.

1. First thing to do would be to remove all peers in the classroom, the student doesn't need
a spectator for the event or if you can remove the student to a quiet, calm area.
2. Give the student their space. They need their space to feel safe during this time.
3. Show students that you are empathetic to their feelings and watch facial expressions
and gestures.
4. Stay calm and professional.
5. Do not engage in challenging questions or behaviors. Find ways to redirect them back
to the situation to help them de-escalate.
6. Make sure to have another staff member available to help with any violent behaviors.
7. Let the student calm themself down and use as little words as possible. There is no
reasoning with a student that escalates.
8. Once a student has calmed down and de-escalated, that is when you visit with them to
find out what the trigger was and what could have been done differently than acting
out.

Substitute Teacher Plans: The information that is left for a substitute would be the
procedures and routines that are done in the class. I would also leave names of students that
would be helpful resources when going over the procedures and expectations. I would leave
behavior information such as who needs the most prompting to stay on task, who can stand to
work or use flexible seating, let them know which students need the fidgets to help with focus
and what students can become easily frustrated. I would also leave information such as which
students are above grade level and need to be challenged along with those that may need more
time and assistance to complete their assignment. When writing out the plan, I make sure to
use initials just in case another student or teacher were to see the lessons. Other items that

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would be left is a list of students that I have for each period so they are able to take attendance.
If the class has a seating chart I would add that to help the sub get familiar with the students.
School emergency procedures would also be attached just in case they are needed.

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 Resources

CEC. (n.d.). Special Education Professional Ethical Principles. Council for Exceptional Children.
https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards

Guardino, Caroline A. and Fullerton, Elizabeth. ( 2010). Changing Behaviors by Changing the
Classroom Environment. Teaching Exceptional Children. Vol. 42, No. 6, pp. 8-13.

Lane, Meraki. (n.d.). How to Use Positive Reinforcement in the Classroom: 15 Tips for Teachers.
Merakilane.com.
https://www.merakilane.com/how-to-use-positive-reinforcement-in-the-classroom-15-tips-for-tea
chers/

Project Ideal. (2013). Managing Individual Behavior: Documenting and Tracking Behavior
Problems. Project IDEAL Informing and Designing Education for all Learners.
http://www.projectidealonline.org/v/managing-individual-behavior/

Sayeski, Kristin L. and Brown, Monica R. (November/December 2014). Developing a

Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children.
Nov/Dec 2014, Vol. 47 Issue 2. p119-127. 9p.

Williams, Chandra. (8 October 2018). Classroom Management: Positive Reinforcement. Center

for Student Achievement Solutions.
https://www.studentachievementsolutions.com/classroom-management-positive-reinforcement/

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