Classroom Management Plan

Mariam AlAhmed, Moza Alzaabi, and Mahra Alhebsi

Emirates College for Advanced Education

EDUSC2: Managing Classrooms and Promoting Learning in Secondary Schools

Dr. Sarah C. Mead Jasperse

November 12, 2023

 Classroom Management Plan

Have you ever heard a teacher share information about students’ behavioral issues? Teachers

usually share the first statement with their colleagues: "Oh, I have Saif in my class. He never

stops moving, or “Mahra is a sweet girl, but she talks constantly.” These behaviors have to be

managed. According to Capizz (2009), "Establishing a well-organized plan for classroom

management at the outset of the year is essential for a peaceful and calm classroom that is

conducive to instruction and learning for students with a variety of academic, social, and

behavioral needs” (p. 44). Therefore, the classroom management plan is a plan that sets rules

designed to hold students accountable for their behavior.

This document aims to outline and demonstrate detailed, in-depth applied knowledge

of the theories, principles, models, evidence-based practices, and current research for

effective classroom and behavior management. In this plan, we will demonstrate the theories

and practices that help guide my approach to collaborating with students.

This management plan is designed for grade nine general students who are at the age

of 14 years old. The student's primary language is Arabic, and they are all Emirati. We will

teach them biology, and the classroom will be divided into six groups, each with five

students. We will be using group distribution strategies and distributing our students into

heterogeneous groups based on their differences in prior knowledge, study skills, interests,

preliminary training, performance level, and language skills. For classroom dynamics, most

students in grade nine will collaborate with their colleagues in group activities and have

appropriate behavior. However, the appearance of distributed behavior is expected in this

secondary school classroom, which will be discussed later in this plan. “Research indicates

that behavioral disorders vary among young adults, ranging from 2 and 6% in secondary

school students” (Joshi et al., 2012, p. 927).

Theories of Learning in Classroom Management Plan

 In simple terms, theories of learning provide the theoretical framework to understand

how people learn. In addition, these principles help students absorb the information being

taught and help teachers manage their students’ behavior. In this plan management, we will

describe the social constructivism learning theory since it will be the theory that we will

implement and put into practice with students in grade nine. In addition, we will describe

how it will be effective for students.

Social constructivism states that learners learn primarily through interactions with

their peers, teachers, and parents, whereas teachers stimulate and facilitate conversation in the

classroom (Powell & Kalina, 2009). Social constructivism sees knowledge development as

what students do when collaborating with other students and teachers. Therefore, our role in

class is to “help students to build their knowledge and to control the existence of students

during the learning process in the classroom” (Alzahrani & Woollard, 2013, p. 4).

In this management plan, we will apply the social constructivism learning strategy in

the classroom by dividing the class into groups or pairs, and we will focus on the following:

1. Planning and organizing group activities.

2. Providing appropriate assistance to individuals and groups enables them to achieve

academic goals.

3. Directing the groups or pairs to discover concepts or gather learning experiences.

Teacher Authority Bases

What are teacher authority bases, and why are they important? Teachers must use

teacher authority to influence students' behavior and manage classroom activities. In this
management plan, we planned to implement referent and legitimate authorities. We will

define them and describe how we will implement them in our classroom.

1. Referent Authority:

Referent authority implies the teacher's influence on students to behave according to

the teacher’s rules because they have a positive relationship that shows respect and

affection toward them. If teachers have negative emotions toward students, they will

not gain students' respect. For instance, through the lesson, we will provide

constructive feedback for our students, call them by sweet names such as sweetheart,

and discuss issues that bother them outside of school (Levin & Nolan, 2010).

2. Legitimate Authority:

Unlike other authorities, legitimate authority exists by default. With this authority,

students behave appropriately because the teacher has official, legal authority for the

classroom. Therefore, we must “fit the image” of the role of a teacher in the student’s

mind. Students must believe that we work with the administrators (Levin & Nolan,

2010).

Theories of Teacher Influence

Have you asked yourself who is primarily responsible for classroom influence and

students’ behavior? In this management plan, we will answer these questions. In other words,

we will discuss which theory of influence we will address in our classroom to support our

academic system. As a group, we determined to merge the collaborative and student-directed

influences while teaching biology in cycle 3. We chose to merge the two theories because
teachers who agree with collaborative approaches often believe in many concepts in student-

directed theory. The goal of both approaches is to establish a well-organized learning

environment in classrooms. Thus developing learners' engagement in the activities and

respect for the teacher and other students (Levin & Nolan, 2010). Our strategies used later in

this management plan will indicate collaborative and student-directed theories.

1. Student- Directed:

This theory suggests that students’ “ability to learn is influenced by their autonomy in

their learning process as well as motivation because if students are motivated to learn, then

their learning potential is greatly increased” (Schumacher, 2019, p. 2). Therefore, our

classrooms will demonstrate high student involvement in decision-making, self-direction, and

collaboration. It is important to remember that we as teachers play a critical role in this

theory: direct the classroom and check around through activities.

2. Collaborative:

This theory's best explanation is that it influences student behavior through the joint

effort and responsibility of students and teachers (Levin& Nolan, 2010). This means that

students in grade nine will be provided with choices that we direct. We believe collaborative

theory will create a respectful classroom environment with an academic focus.

Teacher and Student Expectations

 Addressing teacher and student expectations at the beginning of the year correlates

with low classroom misbehavior (Rubie‐Davies, 2010). This means that teachers must show

and discuss with their students what they expect from them. Assuming students know what

their teacher expects will lead to misunderstandings and misbehavior.

We should work with our students at the beginning of the year, specifically in the

establishment phase. We are expected to show our students that we are firm but kind to them

so they will respect and love us. They will not treat us as if we were their friends, nor will

they fear us. Moreover, we should show our students we care about them by asking and

memorizing their names. By doing so, we will create referent and legitimate authorities, as

we described previously, where our students will view us as someone who cares about them

and has the power to influence them. Pérez-lzaguirre (2019) described that referent authority

mainly focuses on the positivity of the relationship between students and their teacher, while

legitimate authority focuses on teachers' power that will lead their students to follow their

rules because they told them to.

We are also expected to keep our classrooms organized. Thus, as discussed before, we

will distribute our students into heterogeneous groups with mixed abilities. Every group will

have a name of a color. All groups will be able to see the teacher and vice versa. At the back

of the classroom, there will be center storage where stationery will be stored, such as pencils,

glue sticks, markers, colored papers, and more. It will be beneficial for biology activities.

There will also be a bulletin board at the back of the classroom where students’ work will be

pinned. To keep everything organized, we will tell our students to keep everything where it

belongs and be organized.

Next, we will discuss behavior and how it would affect their learning and

development. We should illustrate that by showing them a video that displays how messy and
chaotic a classroom would be if there were no rules and rights. Then, we should co-create

with our students a classroom behavior agreement that includes rights, responsibilities, rules,

and consequences, and they should agree and sign on each list. Participating students in

creating rules is beneficial and may highlight their significance (McGinnis et al., 1995). Since

the students will make and sign the lists, they will be accountable for their behavior. When

they are the ones who came up with the behavior lists and agreed on them, they will respect

and protect us and each other's rights. What will keep them more accountable is that the lists

that include their signatures will be shared with their parents and administrators. The lists will

resemble a contract but for classroom behavior. However, we should not expect all students

to follow the classroom behavior lists. There should be some slips here and there. In this case,

we will remind them again of the lists. We must check and reinforce the lists on our student's

habits. However, if some students did not follow up with the lists, there will be other

strategies we will discuss later in this plan that we will apply to them.

On the other hand, the students are expected to follow the behavior lists they created

with us. However, we should follow the classroom behavior agreement lists in advance. We

must respect their rights and be responsible for improving them. Students will expect us to be

accountable for their development, so we should be accountable.

Furthermore, they should safely follow transition routines by shifting from one

activity to another while focusing and without taking much time. To achieve this, we should

provide them with clear instructions before the transition. Besides, walk around them to

ensure they follow our instructions and no one is off-task.

Additionally, students expect a teacher who believes in them and their abilities and

wants to improve them no matter their level, so we should have a growth mindset. Yeager et

al. (2022) demonstrated that teachers with a growth mindset will explain to their students that
mistakes are not signs of failure; instead, they are learning opportunities. This will encourage

the students to act on their growth mindset.

· What whole-class rules and routines will be used in the classroom?

We are willing to create a classroom behavior management agreement to set a

collaborative framework for the behavioral expectations of the students in the classroom.

The benefit of this agreement is increasing positive behavior and limiting any kind of

disruptive behavior. It can also help teach the students discipline both in and outside the

classroom (Strahun et al., 2013). The agreement includes rules, rights, responsibilities,

and consequences developed and agreed upon by the students and teacher. The rules of

the classroom include:

Rule 1: Be respectful, listen to the teacher and the classmates, and wait their turn to talk.

Rule 2: Be responsible and be present in class on time.

Rule 3: Be kind, use manners, and respect classmates` needs, personal space, and
materials.

The responsibilities of students are

Responsibility 1: Respect and listen to the teacher and the classmates.

Responsibility 2: Learn to be present in the class on time.

Responsibility 3: Be kind, use manners, and respect classmates' needs, personal space,
and materials.

Teachers' responsibilities include being aware of their students' social and cultural

dynamics, being respectful and fair, and being a positive role model (Teacher Standards

for the UAE, 2021). The students have the right to be and feel safe, to be supported

physically, mentally, and academically, to be listened to and their voice heard, and to be

treated equally. These rights are set for the students in the governmental and private

schools around the UAE and protected by the UAE government under federal law No. 3
 of 2016 regarding the children's rights law, which is expected to be followed in the

schools (Justice, Safety, and the Law | The Official Portal of the UAE Government, 2016).

We have created a system to follow this agreement instead of putting the paper on the

wall. The system is called the housing system, where the classroom is organized into six

groups defined by colors: green, red, blue, white, yellow, and orange. Each group is

expected to maintain increased points by following the classroom behavior agreement,

and positive reinforcement will be given to them. The groups will lose their points every

time they break the agreement. The point system goes as follows: 2 points will be added

for following the agreement, and 1 point will be taken for breaking the agreement. Every

Friday, we will count each group's points and decide who wins for the week, and the

winning group will choose their prize. We see that this system will teach the students

discipline in this class, other subjects, and the school as a whole.

Classroom routines:

Classroom routines can be a powerful tool to set predictions that support students'

learning processes. When the students know what to expect, they engage better with the

contents without feeling thrown off by unexpected activities or scheduling changes.

Establishing a classroom routine can help with running a smooth classroom environment,

focusing on the learning process rather than implementing the procedures for any disturbance

that may occur (Tingley, 2022).

The main routine that will help start the class well is a warm-up activity. The warm-

up activity is related to the lesson content, introducing the lesson in a way that makes the

students awake, energized, and excited for the rest of the lesson. A warm-up activity can be

designed according to the subject and the lesson content, and it should be a quick activity that
can take approximately 5 minutes of class time. In our classroom, as we teach biology, the

best warm-up activities are doodling, asking for predictions, and any game stimulating our

students’ brains. For example, a doodling activity can be done for a lesson about breeding or

the structure of flowers where the students can be asked to draw a creature from their

imagination, and through this activity, they can be introduced to the concept of breeding.

They can also be asked to draw a different kind of flower, and from there, we can guide them

through the flower they draw that is included in the lesson. An example of a prediction

activity is to ask the students to predict the number of bones the skeleton contains for a

skeleton lesson. An example of a brain stimulation game is the ‟Stroop effect,” where we can

show color names with different colors and ask the student to name the color but not the

name. For example, ‟RED” is colored in blue, so they must say blue, not red. These games

can be the perfect warm-up for the brain to get started and receive new information.

Continuing with the routines, the exit ticket routine can be established to assess the

student's learning process. It can be created on a Google form or printed on paper, but the

best way for Grade 9 is to print it on paper so they can use it as a lesson summary. The exit

ticket can include questions like ‟Write ten words summarizing the lesson.” Another routine

will be implemented, showing the learning objectives on a slide and randomly choosing

students to read each learning objective loudly. Moreover, when assigning the groups, each

group should have a writer, timekeeper, and presenter, and those students can be different in

every class. Another routine we will implement is a toilet pass. It will be created for the

students, who can only go to the toilet with the pass. The last routine that will be

implemented is controlling the noise level. We found this helpful website that has a meter and

an arrow. We can open it during an activity and set the noise level that should be heard in the

class. For example, the meter is 100 long and has an arrow. If we move the arrow to 60, the

noise level should not exceed that.

· What whole-class activities and procedures will be used to promote learning,
critical

thinking, and productive dialogue through effective classroom management?

In order to effectively implement the routines, several procedures must be followed.

For the exit ticket, we will stop the lesson 3 minutes before the bell rings to allow the

students to do the exit ticket. If any student needs the toilet, interruptions are not allowed.

They can leave their desk, take the toilet pass from the teacher's desk, and leave the class

quietly. Other students should wait until their classmate returns so one student can take the

toilet pass each time. Another procedure will be implemented as a physical activity, meaning

that if the class is in the middle or at the end of the day, we can have a quick break for

physical exercise. As for participation, students must raise their hands quietly and wait to be

chosen. We will use a counting-down technique during the transition time to catch the class's

attention.

Our strategy to promote the learning process and develop critical thinking skills for

the students is to implement a universal learning design. Our goal in using this strategy is to

design a learning environment with no barriers that all students can access. This can be

designed according to the three principles of UDL: engagement, representation, action, and

expression (Stapleton-Corcoran, 2022). Engagement may include providing choices, sharing

real-life examples related to the content, and involvement in teamwork and groups. For

example, we can give the students choices on how they want to present a project. It can be by

creating posters, videos, PowerPoint slides, building a model, or discussing. Representation

may include presenting the content differently, like using visual aids, models, audio, videos,

graphs, books, and magazines. For example, we can use models for every lesson we teach in
a biology class. Action and expression can be implemented by differentiating how students

express their knowledge. It can be a poster, arts and crafts, acting, essay, or emerging

technology.

Meeting The Behavioral Needs In Our Classroom

Some students will show signs of difficulty meeting the behavioral expectations after

we place Tier 1 interventions. For this reason, Tier 2 and Tier 3 interventions are useful

strategies for addressing individual behavioral needs in the biology class. They aim to

improve and integrate practices affecting student outcomes every day. Improving student

behavior can develop students' academic performance (Lassen et al., 2006, p. 701). An

example of these signs is disruptive behavior occurring in the classroom.

Tier 2:

In Tier 2 interventions and supports, we will focus on students at risk of developing

more severe behavior problems before they start. In fact, “total school population it is

estimated that approximately 15% of students might develop some form of behavioral

difficulty and require Tier 2 support in addition to all Tier 1 supports”. (Peterson, 2013, p. 4).

We decided to implement four healthy behavioral practices to prevent disruptive behavior in

the first place. They help to disrupt the connection between disruptive behavior and its

purpose. On the other hand, they contribute to building a relationship between appropriate

behavior and its purpose. In this way, the students' focus will be on prosocial behavior. The

four healthy behavioral practices are:

1. Provide positive interaction: We planned to use the group behavior chat that shows

weekly if any students in the group engaged in disruptive behavior. We will record
 the disruptive behaviors immediately in class and check all group chats at the end of

the week, as shown in the appendix below. The group with less disruptive behaviors

can order food from the Talabat app. So, all group members are responsible for

modifying others' behavior.

2. Provide access to preferred items and choices: We will create a choice board link in

Alef's education. This contains questions about students’ preferred items and choices.

Students can easily express their preferred items and activities needed in the

classroom and when to do them.

3. Provide effective instructions, such as the following:

 We will use clear and specific commands. For instance, instead of “go ahead,”

we will say, “Please start solving question 3 on page 34”.

 We will provide students with allocated time for each activity.

 We will design a task considering learner differentiation, which will decrease

the task's difficulty. This will allow students to develop appropriate behavior

and complete tasks.

4. Engage in good practices following disruptive behavior. We will use the “mystery

group” idea, as shown in the appendix below. We will choose one group, write the

group’s name, and put it inside an envelope before the class. Then, we will observe

the student’s behavior in the group during the whole class. For example, observing if

they are participating in class, engaging in activities, solving questions, respecting the

teacher and her peers, avoiding side talks, avoiding disturbing others, and being

polite. At the end of the biology class, if all students in this group show appropriate

behavior, we will give them a “Sephora gift card,” as shown in the appendix below.

We got this idea from a class that we have observed. The teacher applied the same
 idea. Her students controlled their behavior because they thought their group’s names

were inside the envelope. It was the quietest class we had ever observed.

Tier 3:

Few students will not show success in their behavior with Tier 2 interventions. Thus,

they will be subjected to Tier 3 behavior support. “Tier 3 behavior support typically involves

conducting a functional behavioral assessment and implementing an individualized behavior

support plan” (MacLeod et al., 2016, p. 332). Therefore, we will use the critical piece of Tier

3 interventions, which will be behavior intervention plans (BIP), as shown in the appendix

below. This document involves producers we will use to guide students to decrease their

challenging behavior and improve their appropriate behavior (Tarbox & Tarbox, 2017, p. 80).

The data collected from the BIP will define the students' challenging behavior, enabling us to

understand the purpose and effect of inappropriate behaviors. Then, we will design an

intervention that is appropriately matched with the function of the challenging behavior.

Dealing with challenging or disruptive behavior

Responding to disruptive behaviors depends on the behavior itself. However, the first

move we should make is to understand the reasons for the disruptive behavior occurrence and

then find the strategies that will help us deal with such behaviors. Referring to our classroom

behavior agreement, the consequences we set to manage any disruptive behavior will be

applied the moment that disruptive behavior happens. In cases of recurrence, we will use

functional analysis assessment to determine the reasons for the disruptive behavior and then
set an action plan that involves the teachers, school, and parents to implement and replace the

behavior. To conduct the functional analysis, we will use the ABC method, which refers to

antecedents, behaviors, and consequences, to gather the data we need in order to know which

of the four conditions influence the behavior: demand, attention, play, or no interaction. After

gathering the data we need, it is crucial to use the appropriate behavioral procedures, such as

positive reinforcement, negative reinforcement, and extinction, to eliminate the reasons for

disruptive behavior or behavioral replacement. Following this step, we will develop an

intervention plan as mentioned previously. The BIP will include strategies for eliminating or

replacing disruptive behavior and strategies for increasing learning opportunities and

engagement (Neitzel & Bogin, 2008).

For example, if we give the students an individual assignment, one student starts

drawing instead of working on the assignment, so we as the teacher engage in back-and-forth

conversation with the student. The behavior reoccurred whenever we assigned an individual

assignment. Following the ABC analysis, we fill the data table according to what we observe

over a period of time, what happened before the behavior, what behavior occurred regarding

the incident, and what consequence followed this behavior. Asking ourselves why the student

behaves this way and what we can do to address this behavior effectively will help us set an

action plan to solve the issue.

Self-Management and Self-Reflection

Self-management is the process through which a person seeks to control and regulate

their own behavior. It includes evaluating issues, setting targets, monitoring time constraints

and external factors that can prevent the targets from being accomplished, and controlling

target advancement and achievement through reinforcement and punishment (Gerhardt,

2007). There are many areas of self-management, and all areas are critical, but some teachers
will prioritize some areas over others. For us, we prioritize stress management because if we

can manage stress and pressure that comes from the workload or students misbehaving, we

will be able to manage other areas such as self-motivation, personal development, and time

management.

We will describe how we will apply some classroom management perspectives to

achieve self-management. First, we will manage our emotions by not allowing our lives and

school dramas to interfere with our teaching. So, we will control what comes from our

mouths, such as feedback. We will also manage our body language and facial expressions.

We should not show that we are bothered if a student misbehaves. Attention-seeking students

will stop their misbehavior if we manage our emotions and ignore them.

Second, as described earlier, we will implement referent and legitimate authorities.

Thus, we will manage the relational perspective of the classroom. We can demonstrate caring

and authority simultaneously by being firm and consistent with the rules while also being fair

to all students. Moreover, we will show our students that we care about them by listening to

them and scheduling times with them to let them share their personal issues.

Aside from self-management, self-reflection is also essential. Richards & Lockhart’s

(1994) definition nicely captures the premise of reflection in the teaching field: “A reflective

approach to teaching is one in which teachers collect data about teaching, examine their

attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a

basis for critical reflection about teaching” (p. 1). Since we decided on the strategies that we

will use while teaching, we have to reflect on them after applying them to our students.

Reflecting on our teaching practices will help us find if some gaps need to be filled or need

changes. Therefore, we will know what worked well for our students and what needs to

improve. Thus, by reflecting on our teaching strategies, we will eventually learn from our
mistakes and develop from our experiences. To achieve self-reflection, we will use different

strategies, and they are as follows:

1. Record a video of ourselves while teaching and review it to assess our teaching

practices.

2. Develop a rubric that includes lesson planning, student engagement and development,

assessment techniques, and classroom management.

3. Use different sorts of formative assessments to assess our students regularly to

analyze their development.

4. Reflect on our students' feedback. This will be discussed in detail later in this plan.

5. Reflect on our colleagues' feedback after they attend our lessons.

Classroom management plan efficacy

There are many ways to assess the efficacy of the classroom management plan. What

we see as the best ways are student feedback, self-assessment, and peer review.

Gathering students’ feedback on how the lesson has been delivered helps us improve

the teaching process and make it more effective. We can do this directly by developing a

questionnaire or indirectly by conducting formative and summative assessments. Getting

feedback directly through a questionnaire allows the students to be engaged in improving the

learning experience collaboratively with us. They can share their opinions, concerns, and

suggestions as well. This can also be done at the end of every week to improve and match

their preferences for the following week or at the end of the semester to see the potential

changes that should happen before starting the new semester.

 On the other hand, getting feedback through formative assessments can be done

during the lesson based on the activities that are being done and how much the students are

engaged in the class. Feedback from summative assessments can be done using the data from

the assessments to identify what can be improved and what pedagogical strategies should be

used in the future. This will allow us to achieve student development and enhance their

learning.

Moreover, self-assessment can be done by reflecting on our practices, as mentioned

previously. We will do a self-assessment by looking at the classroom management plan and

observing what happens in the classroom, then reflecting on how we implemented the plan,

identifying the gaps, and looking at ways for improvement.

Regarding peer review, we can ask a colleague to observe our lessons and give us

feedback assessing our teaching, and vice versa by observing our expert colleagues to

compare their teaching practices to ours to create an environment of continuous

improvement.

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