Rose Philop

Classroom Management Plan and Philosophy

Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class -
○ Students come into the locker area and take coats/backpacks off.
○ They grab their take-home folders out of their backpacks and bring them into the
classroom. Students put any “Return to School '' items from their take-home folders
in the yellow morning basket on the teacher table and then place their folders in their
individual mailboxes.
○ Students then quietly go to their tables, take their chairs off the tables, carabiner their
table bins to the table leg by their seat, and then check their individual table tubs to
make sure they have 2 sharpened pencils. If students have pencils needing
sharpening, they follow our pencil sharpening procedure before beginning on the
morning work that is on their desks.
○ While students are beginning morning work, I take lunch count and attendance.
When students are finished with morning work they place it in the blue hand in
basket and practice their high frequency word flashcards at their tables until the rest
of the class is finished.
○ Students come to the front of the room and sit on their dot spots and we do calendar
and morning meeting.
● Quiet/Attention Signals -
○ I say “Hands on top”, students respond with “Everybody stop” and place their hands
on their heads.
○ I say “1,2,3, eyes on me”, students respond with “1,2, eyes on you”.
○ I say “Banana Split”, students respond with “This is how we sit.”
○ I press our class doorbell and students pause what they are doing and look at me.
○ I clap my hands in a pattern and students clap back and repeat the pattern.
○ “If you can hear me…(name something for students to do like touch their nose, stand
up, clap once)”
● Physical Transitions (groups, pairs, labs, activities, carpet) -Students will be called by tables,
pods, or rows to transition. Groups can be chosen by numbers, drawing their names from
sticks, or teacher assigned.
○ Tables: Students are called by table groups or individually if sitting at their table
spots. I only call on tables/students who are following the expectation such as
waiting quietly with their materials put away
 ○ Carpet: Students are either called individually, by row, or by color of their dot spot. I
only call on individuals/groups of students who are following the expectation.
○ If students are not following transition expectations they will either be asked to “try
again” individually, as a group, or as a whole class.
● Dismissal or Lining Up -
○ Dismissal: At the end of the day, students pack their mail from throughout the day
into their takehome folders, wipe down their table spot, put their chairs on top of
their desks, and clean the floor area around their table spots. After doing these things
students are expected to stand by their table spots quietly and then I either dismiss
students to line up by their table groups or individually.
○ Lining up: I will call individuals/groups of students who are following the
expectation to line up. If the whole class is following expectations, I will randomly
choose who lines up based off things like colors students are wearing, what dot spot
they are sitting on, by their favorite seasons, etc.
○ When leaving for recess, students must wait in line quietly with their hands to
themselves. They are expected to read our high frequency words that are taped by the
door as an exit ticket to leave for recess.
○ If students are not following expectations for lining up or standing in line they are
told to go “try again”, where they will return to the place they were at before lining
up and practice doing the expected procedure again.
● Non-Verbal Cues (visuals, hand gestures, music) -
○ Learning center stations are posted on a pocket chart where there are pictures of
where each center activity is located in the classroom.
○ The specials for each day (Library, Technology, PE, Music, Art, Guidance) all have
picture cards that are posted on the whiteboard for students to see which special is
every day.
○ There is a noise level chart with light up buttons so that students understand the
expected noise level in the classroom at all times.
○ Tone, proximity, eye contact
● Giving Directions -
○ Verbally: Usually I will give verbal directions and model the activity or expectation
alongside my directions
○ Visually: Sometimes an example of an activities expectation is posted on the front
whiteboard or a picture of what assignment I want students to work on/what
materials I want them to get out is posted on the main whiteboard.
● Checking for Understanding -
○ I check for understanding while doing a whole group activity or giving students
directions by asking prompting questions for students to answer as a whole class. For
 example, I might say “Repeat the order of steps you’re going to do” or “Are you
using crayons or markers for this activity?” or “What’s the first thing you’re going to
do when you go back to your seat?”
○ I always check for understanding after giving directions by having students give me a
thumbs up/sideways/down or asking students if they have any questions about the
expectation.
○ I also walk around the classroom to check student work or ask students questions to
ensure they understand expectations
● Holding Ground/No Arguing -
○ I hold firm on expectations and hold students accountable for their actions.
○ Always following through with consequences and rewards
○ Give students experiencing big emotions a time and space to collect themselves.
■ I will send students to our class peace corner and have them flip one of our
sand timers. Students sit and have a time out to calm down and then when the
timer runs out they will return to the activity. After the student has rejoined
the class, I will debrief with them at the end of the activity and have a
conversation about the situation.
○ Students are expected to always treat me and all other students/people in the
classroom with respect even when they are upset about something.
● Raising Hands to Speak
○ Students are expected to raise their hands to speak unless told otherwise. I show
positive reinforcement with verbal praise or giving tickets to students who raise
hands.
○ Students are expected to put their hands down when another classmate is called on
and is speaking so that they can be active listeners.
○ “Control your volcanoes” is a common phrase I use with students who blurt out. This
ties back to a book we read the first week of school and students respond well to this.
○ I will never call on students who are raising their hand and wining to be called on or
react to students who blurt out at me with anything besides a reminder to raise their
hands because I don’t want to give attention to students not following this
expectation.

My Thinking/Philosophy:

Classrooms with well established and well practiced procedures run themselves. More learning
takes place in these classrooms and students are more successful and productive. Humans are
creatures of habit and establishing routines can increase student’s sense of accomplishment, make
them more comfortable, and give them a sense of purpose and belonging in the classroom. This is
essential for fostering a positive and safe learning environment.

Area #2: Engagement & Participation

● Variety (three or more activities per hour) -
○ I keep a healthy mix of routine and variety in my classroom so that students can be
the most successful as possible.
○ I change up things such as learning centers, morning meetings, student games, and
warm up activities so that students don’t get bored. I keep mixing in things that
students like and am never afraid to try new things in the classroom.
● Collaboration (Students Talking/Peer Discussions)
○ Students sit at tables instead of desks to promote small group discussions when
prompted
○ We do lots of “think pair share” “elbow partners” and small group settings so that
students can practice communication skills
● Movement (two or more times per hour)
○ Math: Jack Hartman counting and exercising youtube videos
○ Brain breaks
○ Incorporate moving/being active into curriculum
○ Never have students sitting/learning in one spot for too long
● Total Participation (all students think, write, share, or answer simultaneously)
○ Mini Whiteboards: Students write answers on their boards, share their thinking with
their table groups, then say their answers as a class at the same time after
prompting/show their boards at the same time.
○ Students think and then with prompting say answer at the same time
○ Total participation can make sharing out less intimidating for students who don’t like
to speak out usually.
● Rigor (higher order thinking and tasks required) -
○ Higher order thinking is crucial in the learning process. Engaging in meaningful
learning and deeper level thinking is what helps students retain information and
make connections.
○ Open ended questions, collaboration, and choice in learning gives students an
opportunity to engage in higher order thinking
○ Students are so capable and can do great things if we give them the space and
prompting to do so.
● Instruction (explain, model, guided practice, independent practice)
○ Incorporating “I do, We Do, You Do” approach in learning is a good method for
gradually releasing responsibility
○ Be clear in expectations/directions
 ○ Check for understanding
○ Give students time and space to practice in an accountability free environment
○ Model, provide examples, visuals
● Questioning/Probing-
○ “What made you choose to do that?”
○ “Tell me more about this..”
○ Wait time
○ “I like your thinking here..Why did you do this?”
● Group Work (roles and productivity)
○ Group students by mixed ability or similar ability depending on goals/intention for
the activity
○ Assign group roles to ensure students are responsible and accountable
○ Give groups time for everyone to share and contribute

My Thinking/Philosophy:
Students learn the best when they are engaged and excited about learning. Students retain
information when it is applicable or interesting to them in some way, so I make an effort to link
learning to real experiences. Participation is also an important part of the learning process because
students engage in meaningful learning and deeper understanding when they aren’t just “sitting and
getting” the information but instead interacting with it. My classroom is for everyone, and it is just
as much mine as it is my students–this means they have the right to be involved in the learning
process every day. I make an effort to give my students choice and voice in our classroom
experiences so that students can have a sense of ownership and accountability over their learning. I
want students to have fun in my classroom and do things that they enjoy so that every day can be a
great experience for them.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability
○ Greeting students by the door in the morning/end of the day
○ Open door policy
○ Smile/body language
○ Make it a goal to be an approachable person for students to come to with any
problems and open up to
● Teacher Enthusiasm/Energy/Excitement/Joy -
○ Bring passion and excitement to every day and every lesson
○ Students are excited about learning when teachers are
○ Making learning fun
 ● Teacher Humor/Laughter
○ Make learning fun
○ Show students that it’s great to have fun at school and that school is a happy place
○ Laugh with your students and don’t be afraid to laugh at yourself
● Teacher Knowledge of individual students’ interests -
○ Interacting with students about things besides just school/academics
○ Make learning connect to students interests and backgrounds. This can be relating
learning to students hobbies/sports they play, incorporating culturally relevant
teaching, reading books/choosing material over things you know a student might
connect to.
○ Be there for your students in and outside of school. Have boundaries, but also show
up for your students when you can. You can do this by going to school plays or
sporting events or even just asking students how their extracurricular activities are
going.
○ Remember, students are people first, and then students! Keep in mind they have lives
outside of school too.
● Teacher Respect and Appreciation for students
○ Every student who is in my classroom belongs and has the right to be there. Students
deserve the best education that we can give them.
○ Respect goes both ways-if we want our students respect and appreciation, we must
give them the same
● Teacher Encouragement of students
○ I want all students in my classroom to succeed and I will be the person who never
gives up on them and insists that they become the best they can possibly be.
● Teacher sensitivity to student cultures and backgrounds
○ Culturally responsive teaching
■ Inclusion of culturally and linguistically diverse teaching strategies
○ Be aware of cultural differences and similarities and treat all cultures and
backgrounds with the same respect.
■ Every student’s cultures, languages, and life experiences are acknowledged,
validated, and celebrated
■ All students cultures are reflected in the curriculum and instructional methods
I approach teaching through this Rita Pierson quote, “Every child deserves a champion: an adult
who will never give up on them, whop understands the power of connection and insists they become
the best they can possibly be.” I want my classroom to be a safe space for everyone and I will make
it known that every student belongs in it. I always remember that we as humans are more the same
than we are different and that we all have feelings, lives, and backgrounds that deserve to be
acknowledged and respected.
Area #4: Behavior Intervention/Consequences
● Regular use of gentle redirects (proximity, warnings, the look)
○ Be consistent
○ Be firm
○ Tiered gentle redirects
■ I begin with nonverbal hand signals and looks, progress to proximity and
gentle redirects
● Consequences are reasonable and equitable
○ Consequences are clear and understood
○ Consequences fit the behavior
● Consequences are given as choices (you have a choice right now...)
○ I will give students chances to make a better choice by giving them a choice of the
expectation they can do or the consequence they will have if they don’t comply
○ I give students choices of consequences so that they can have accountability over
their actions
○ Consequences after choices are always followed through
● Teacher uses soft eyes, soft voice during conflicts
○ Staying calm during conflicts makes you more likely to be listened to and taken
seriously and can change the message you’re trying to send
○ Stay calm during conflicts because getting flustered can make the student think the
situation is worth getting flustered over and escalate their feelings more
○ Staying calm can remind students that the conflict is you and them versus the
problem not them versus you–we want students to know we are on their side!
○ Staying calm can model appropriate self-regulation techniques
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)
○ Having boundaries/expectations and sticking to those without getting flustered and
reacting poorly to students
○ I always try my best to avoid making consequences come off to students as personal.
I do this by making sure all students are held to the same standards and that my
consequences are reasonable.
■ Ex: If one student doesn’t finish their work and can’t go to learning stations
that day, any other student who doesn’t finish their work also cannot go to
learning stations that day.
● Consistent follow through with consequences once they are earned (doesn’t make the same
request over and over)
○ No means no, no is a complete sentence and does not need overexplanation
○ Set boundaries and stick to them
● Arguments/debates are delayed, done in private
 ○ Pull student aside or into the hallway to visit privately. My business with one student
is not any other students business.
● Progression up hierarchy is swift but fair
○ Make sure all students have the same opportunity to be recognized.

I believe in consequences that are reasonable for the situation and that help the student learn so that
they can do better next time/the unwanted behavior stops. I spend a lot of time thinking about my
consequence hierarchy and teaching it to students so that they know what is going to happen if they
don’t follow expectations. An important part of consequences for me is to give students choice, be
clear, and then be firm.