Daniel Thibodeaux

Classroom Management Plan

Procedures

Supplies are kept on a shelf/closet. When supplies are needed, each tables supply monitor will
hand them out. At the end the supply monitor will put them away

During transition times, students will have opportunity to stand up and stretch. For example, at
10 am we transition from math centers to a teacher led group reading. Students clean up their
supplies and have 5 minutes to stretch and talk to friends quietly. A 5 minute timer will be put up
on the board (if smartboard is available) or displayed on overhead projector. When timer goes
off, they should be back in their seats ready for next task.

During interruptions we will use attention getters to bring class back to focus. I will say, “Yo, yo,
yo” students will respond, “Yo, what’s up.” This call and response will be reinforced often
during the first weeks of school and practiced outside of interruptions so students will know to
listen for it and what to do.

Students will be seated in groups of four at all times in my class. The reason for this is to assist
with partner and group work. During group work time, students will work with their tablemates.
Each student will have an assigned role that will rotate throughout the quarter/semester. These
roles will depend on the activity/assignment but may include recorder, organizer, supply
manager, artist, or presenter. As a class we will go over group jobs at the beginning of the year
and as needed before each group project.

Students will have various class jobs. These jobs along with descriptions will be posted in the
classroom. They will rotate weekly. These jobs will help students feel a part of our classroom
community and save me from having to do everything. These jobs will include:
-line monitor for maintaining proper and straight lines
-Office Organizer to help straighten up the room when need be
- Delivery person for passing out papers/homework
-as previously mentioned, supply monitors for each table
-Trash collector monitors the floor and room periodically to check for trash
-Board cleaner to help clean the whiteboard when needed
-tech support to help me set up or put away technology supplies as well as help other students
who may need tech support

I may add or remove jobs as needed.

Usually partners and group work will be determined by table, however I will likely want to
change things up so children get the experience of working with all their classmates. For this task
I will have equity sticks. Each child’s name will be on a popsicle stick and I will draw them at
random to choose partners or groups. This could also be used to pick jobs, presentation order or
anything else that may come up

Routines
When students enter class in the morning they will be greeted with a question written on the
board. This may be a math problem, a logic problem, or a simple question about them such as,
“what did you do this weekend?” Students will know when they walk in in the morning that this
is our first task. They will get out their morning question notebook and start working on the
problem/question. While they do this I will be preparing what I need to do for the day ahead. (5-
10 minutes)
The question of the day should lead to a group discussion and be relevant to some topic or theme
that we will be discussing that day. For example, if we have been working on fractions, the
morning question may be a fraction problem and will lead into a number talk about how they
found their answers. Discussion will be 5-10 minutes as well, but can go longer if students are
enthusiastic on the topic. This discussion will usually lead into our first activity or lesson of the
day and I will go over the schedule and point out the related topics we will cover that day. It is
important that I go over the schedule each morning with the students so they know what to
expect each day. A schedule will also always be posted on the whiteboard for the day. Ideally
there will also be a monthly calendar with relevant dates posted somewhere in the classroom.
This may have test dates, due dates, events, birthdays, etcetera. Again, it is important for students
to know what to expect each hour/day/week.
At the beginning of the year I will establish the norms for group work. Students will work
collaboratively together at an appropriate volume. They are expected to stay on task and self or
peer regulate themselves. I will roam the class as a coach to help lead inquires and guide
learning. I may also be giving direct instruction to a single group of students while everyone else
is working. Students will have roles in each group that they will be expected to maintain.
During individual work time, students will work quietly at their own desks. I will have a kidney
table in the front of the room to assist in individual or small group lessons. Students will be able
to get up as needed without need of permission for basic supplies such as pencils, crayons, and
markers. If it gets loud, I will rely hopefully on community regulation, however if need be I may
use an attention getter and refocus the class.
Class Rules
Ideally I would develop my specific class rules with the students at the beginning of the school
year. Having student input when crafting class rules leads to more student buy in and
accountability. However, in general they will be some combination and variation of the
following:
1. Show respect. For classroom/teacher/each other/ yourself
2. Positive language only. (no put downs for yourself or others)
3. One mic, one voice.
4. Make smart choices
5. Follow directions the first time

I could probably be fine with only the first three rules, but I added the last two after doing some
research on other teachers’ class rules. The first three rules are the most important to me because
they are rules not only for good students but also for good citizens and are values I want
reinforced in my students. At the beginning of the year when we develop these rules together we
will also go over examples of what each rule looks like. For example, in support of rule #2, I
would go over what positive language sounds like and how we will not be using deficit-based
language like “I can’t.”

Also I would likely call these expectations or norms and not rules.

Rewards/Consequences
I believe it is important to have an incentive system in a classroom. I prefer a group goal that the
whole class can work towards through good behavior. I would likely use a jar and fill it up with
beads. Every time the students were good they would earn a bead and when the jar is full we
would have a party. Examples of good behavior could include:
 a straight and quiet line when walking to or from class
 a quick clean up time after a project (a timer on the board to help define “quick”
 100% homework completion
These are not the only opportunities to earn beads but just the most common examples. It is
important to note that I would never take beads out of the jar as I want it to be seen solely as a
positive incentive.

I will also have individual rewards for when students do something good. Likely this will
coincide with whatever school wide incentive system is in place. For example I have seen
multiple schools use a money and store system. Students receive school dollars when they are
caught being good and then use them at a monthly store. If the school does not have something
in place already I will work this system into my classroom.

Unlike the rewards, my consequences will always be individual based. It is unlikely I will punish
my whole classroom as I do not believe it to be fair. Consequences will be individualized and
will be in measure with the inappropriate behavior. For example, if a student is disruptive during
a lesson for 10 minutes, they will lose 10 minutes of computer/lunch recess time or another
activity they enjoy. It is important that consequences are in proportion so students understand the
justification for the consequence.