Classroom Management Plan
Area #1 Example of What Strategies
you will use to support
your thinking
Beginning Routine/ Start of When I grab students from
Class outside they will hang up
their coats and backpacks.
They will bring any notes
and folders to me. And if
they brought their lunch
they would put it in the box.
Then they will sit down at
their seat and wait for me
to take lunch count and
attendance.
Quiet/Attention Signals I will use a doorbell that
has different sounds in my
classroom to signal it is
time to give me their
attention. I will also be
using it to signal when it is
getting too loud.
Physical Transitions When transitions from the
carpet to their desks I will
be calling them by table.
Groups will be chosen by
me so I can try to reduce
behaviors.
Dismissal or Lining Up I will have students line up
by calling table colors. But
my student helper that day
is the line leader except
during dismissal. Then
during dismissal my bus
riders will line up first then
my kids who go to an after
school program. Then
finally my car riding kids
will line up. And then we
will all walk to the entrance
and go our separate ways.
Non-Verbal Cues If my hand is raised I
expect that students will
My Thoughts
I think starting the day off
the same everyday is
important for students to
gain a sense of a routine.
And they seem more
focused on what comes
next.
I have seen a doorbell used
in many classrooms, and it
seems to work really well.
The students love the
different sounds and it's
something different.
By calling by desks it
reduces the same kids
being in the front of the line
and vice versa.
Being the helper is a great
responsibility and when we
go to specials they have to
carry the binder that the
teachers sent notes back to
me with. Creating a
procedure at the end of the
day makes it easier so the
kids don't get crossed on
where they are going.
Non-Verbal cues are
important; they help handle
 quiet down as I am putting situations without
down fingers. I will make disturbing the whole class.
eye contact with students if
they are misbehaving or if
they are speaking to me.
Giving Directions Directions will be given in a
variety of ways, some
being verbal and some
being visual. I will be using
an overhead camera to
show students what I want
them to do.
Checking for Observation during work
Understanding time. Checking students'
work after turning work into
the basket. Making sure
students know that it is
okay to ask questions if
they don’t understand.
Holding Ground/ No Telling the student “No”,
Arguing and if the student starts to
tell me something I will say
“I understand but the
answer is still no.”
Raising Hand to Speak Students who are raising
their hand will be called on
first and will be praised for
following the classroom
expectations. Students who
are blurting will be
reminded that we raise our
hands.
Area #2 Example of What Strategies
you will use to support
your thinking
Variety I will use hands on
activities, using the smart
board. I will also make use
of singing songs and
dancing to get the student
Briefly tell students that
you're beginning to give
important directions and
that you will give them time
to ask questions later.
I think that it is really
important to ensure that
students understand the
material being taught.
Saying No is one really
good example of holding
your ground. Students may
continue to argue but then
you will just reiterate that
your answer is no and it
still is.
At the beginning of the year
we will go over the
expectations that everyone
needs to raise their hand if
they want to talk, or ask
questions. Tell them that
there is however many of
them and one of you if they
all tried to talk at the same
time nothing would get
done.
My Thoughts
Knowing the students
attention spans and
planning backup activities
in case something doesn't
work out is always a good
 up and moving.
Collaboration Have brief conversations
with students as a whole
and also during small
groups. Working in groups
during centers and during
activities.
Movement I will be using songs and
dancing videos by Jack
Hartmann to get my
students up and moving
while also using their brain.
Total Participation When doing our
phonological awareness/
hegarty in the mornings I
expect that all students
participate. If I ask students
questions and I want them
to all answer I will say
everyone where as if I just
want one student I will tell
them to raise their hands.
Rigor During my small groups I
will be having students at
the higher level begin
reading and taking home
books. But my students
who are not quite ready will
be meeting to work on
other skills like letter
recognition and letter
sounds.
Instruction I will do my best to provide
clear instructions. And will
model and provide
examples for students. I
will also be there to
support and answer
questions students might
have.
Questioning/Probing I will have students explain
their thinking. This will give
me a better view on how
thing to do.
Feedback and ideas from
students and colleagues is
important and being open
to them is even more
important.
Getting the students up
and moving around helps
them burn off some extra
energy and it helps them to
regain focus when we get
back to what we were
working on.
Having total participation
helps all of the students
because they are learning
from each other. Setting
the expectations of you
want everyone to
participate.
Having challenging work
but not too challenging
makes the student think
while completing work. We
don’t want to give the
students too easy of work.
When beginning an
assignment we need to
make sure students have a
clear understanding of
what is expected. Like we
were all told growing up,
perfect practice makes
perfect.
By asking students
questions we get to hear
their thoughts and opinions
 their brain works.
Group Work If any group work is done it
will be random. So the
same kids aren’t working
with the same people.
Area #3 Example of What Strategies
you will use to support
your thinking
Teacher During my plan period,
Warmth/Friendliness/ before and after school my
Approachability door will be opened unless
I am in a meeting or not
there. I plan on being
involved in some sort of
committee or program.
Teacher Enthusiasm/ The student will pick up on
Energy/Excitement/Joy your mood so if you aren’t
excited they won't be
excited to learn. A big
reminder to myself is to
smile more and make use
of the room don’t just sit at
the desk.
Teacher Humor/Laughter To begin the day you could
have a joke of the day or
riddle that at the end of the
day the students have to
try and figure out the
answer.
Teacher Knowledge of Have things in the
individual students’ classroom that students
interests are interested in like toys-
dinosaurs, dolls. Include
more commonly known
books such as Pete the
Cat, Chicka Chicka Boom
Boom.
Teacher Respect and Set some classroom rules
and we can probe them to
explain their thinking on a
problem.
When working in a group
all students should do the
same amount of work and
taking turns.
My Thoughts
Be a place where students
can come to you for
anything. Even if it's after
you were their teacher 3
years ago.
When you are in the
classroom even if you have
to fake it till you make it.
Never let your students see
you in a bad mood. They
will pick up on it and it will
turn their mood into a bad
one.
Have fun now and then.
There is always a time for
laughter but remember to
laugh with your students
when appropriate.
Beginning of the year send
out with you beginning of
the year information have
the parents write a letter
telling you all about their
students or if they are older
have them write it
themselves that way you
can get to know them.
My biggest rule in the class
Appreciation for Students like treating those how you is going to be to respect
would like to be treated. Be others and treat others how
respectful when someone you want to be treated.
else is speaking we turn
our mouths off and our
listening ears on.

Teacher Engagement of I will use incentives such
Students as candy or star cards
when students are
following directions. While
grading papers if they did
really well they will get a
smiley face with words
such as- Awesome, super,
good job.
Students love praise and
getting rewards, if you
praise one student the
others will follow right
along with their peers
doing the correct behavior.

Teacher Sensitivity to Never call out a student for
student cultures and being different. Instead of
backgrounds having a Christmas party
make it a winter party. So
it's not tied to religion.
Never judge! And never
make someone feel
different than anyone else.

Area # 4 Example of What Strategies My Thoughts

you will use to support
your thinking

Regular use of Gentle Students who are Treat all students with the
Redirects misbehaving will get the same amount of respect.
“you know better” or the
“Knock it off” look and a
nod of the head. If I have to
do this more than once it
will be a verbal reminder.

Consequences are Every student should have All students should be

Reasonable and Equitable the same consequences for treated fairly and given the
the same actions. You same amount of respect.
should never remove the
student from the classroom
because it impedes their
learning unless you think
they are a harm to
themselves or others.

Consequences are given as Students will be asked if Having students choose

Choices they will stop the said between correcting
behavior or the themself and the
consequence. If they chose consequences gives them
 to stop but don’t then tell
them that they received the
consequence. Make sure
you follow through with it.
Teacher uses soft eyes, One thing is to remain calm
soft voice during conflicts and use a calm soft voice.
The students should feel
that you know that they
know better than to do
whatever behavior.
Teacher is firm, but also Never yell at a student. You
calm and compassionate can ask questions about scare them, talk to them if it
why they were misbehaving was just the two of you. Get
but remember to treat every
student like you would
want to be treated.
Consistent follow through If you say the answer is no
with consequences once then the answer is still no
they are earned in two minutes when they
ask again. If one student
loses recess for a behavior
then another student who
is doing the same behavior
loses recess also.
Arguments/debates are Again don’t yell, shout or
delayed, done in private get angry with the student.
Simply pull them to the hall
if possible or to your desk
for a brief conversation on
their behavior,
Progression up hierarchy is I will use a variety of things
swift but fair such as quiet critters to
encourage using
appropriate noise levels. I
will also be using attention
getters to let students
know that we need to keep
moving on or we are talking
too much.
the notion that we believe
they can change.
Students who are already
fired up do not need to be
fired up even more. So
remain calm and avoid
getting fired up.
Remain calm and don’t
down on their level, ask
them why they did what
they did and tell them that
you know that they know
better.
When students know your
foot is planted in your
answer then they don’t
want to test the waters
because they already know
the limit. Also be
consistent with
consequences.
You never want to
embarrass the student
because they will lock up
and stop answering or it
could do a complete 180
and backfire on you.
Every student should be
given a fair and equal
chance.