CLASSROOM MANAGEMENT PLAN

STOIC FRAMEWORK CONSIDERATIONS FACILITATOR

Structure for Facilitating break times (schedules, snacks, bathroom break), Together with the students, discuss and establish the rules and
activity, performance tasks and discussion. regulations for the class, and then consistently and impartially carry
success them out. Establish clear ground rules and a merit-based system
that is age-appropriately engaging for students.

Teaching Teach students the specific skills and behavioral expectations that Making them aware that showing their skills and behavior is not
will result in their success scary and establishing class rules during discussions, such as raising
Expectation hands to stop superfluous class sounds and distinctions.

Observe Use effective supervisory techniques such as circulating and Reach out your learners (could be online or face to face) and figure
visually scanning the area. Use objective data to make decisions out what keeps him/her then create an individual monitoring plan to
and monitor trends across time. boost his/her confidence and skills and making sure that the
classroom environment is child-friendly.

Interact Giving students positive reinforcement.
Positively
Provide positive attention and specific descriptive feedback on
behavior when students behave responsibly. Maintain a high ratio
of positive to corrective interactions.
Demonstrate many techniques for rewarding students who perform
well and for making them feel above average.
Show different ways to give positive attention and descriptive
feedback on behavior.

Correct Fluently Respond to misbehavior calmly, consistently, briefly, and Greet and converse with the learners. Calmly correct misbehavior by
immediately using mild consequences while making sure you also respect them.

Prepared by: Karen Cris M. Juan/ GABU NHS