Alyssa Steib

EDCI 4481

Dr. Eisworth

17 October 2021

Classroom Management Plan

Introduction

I believe Classroom Management is the key component in any educational setting. I

believe that if students are in a safe environment, then learning can take place. This doesn’t

necessarily mean punishing behavior problems but rather a combination of setting the tone in a

class, preventing behavior problems with interesting and engaging curriculums and effectively

including all students in the classroom so that their needs are met. Having the right environment

for all students to learn is my major goal of implementing good classroom management--without

it the students would not be able to learn.

My philosophy informs my teaching philosophy because I believe that a good classroom

management approach is one that includes students in making their classroom boundaries. I

believe that a class can become strong if all the students know the boundaries that they are to

follow. An advantage to this is that students will be reinforcing the classroom boundaries as they

see others break them. I believe that the teacher should be clear in what she/he expects from the

students and should not bargain with students. In order to have a good class I believe that a

teacher who has a personality type that is flexible will have no problem. I believe that students

adapt to the classroom depending on how it is structured. So, it is up to the teacher on how well

his/her classroom is managed. In a developmentally appropriate classroom, “teachers’ model and

encourage calm, patient behavior and facilitates children’s development of self-regulation by

strategies to solve social problems” (Copple & Bredekamp, 2012, p. 158). Self-regulation is a

person’s internal ability to control their behavior, rather than having to be told how to behave. It

is crucial that children develop knowledge of what is right and wrong; however, while they

should still be corrected, children need to learn how to handle that situation for future

experiences. They need to learn how to function independently rather than always relying on an

adult to tell them how to act.

Proactive Strategies

It is very important to me that in my future classroom it is a safe and friendly

environment for all students. It lets children know that we have noticed them by giving positive

attention, sitting nearby, and observing their actions and work. I will encourage persistence and

effort rather than just praising and evaluating what the child has done. It is important that

teachers model attitudes, ways of approaching problems, and behavior toward others, showing

children rather than just telling them. It is equally as important to provide information, directly

giving children facts, verbal labels, life lessons, and other information. In a DAP learning

environment, teaching should take place in a variety of formats such as large groups, small

groups, play and engagement in learning centers, and daily routines. Each format provides a

different opportunity for teaching, learning, and discovering together. Within the variety of

teaching formats, strategies, and particular activities, DAP promotes the health and development

of the whole child, as well as promotes attention to social-emotional development, language

development, literacy development, mathematics, technology, understanding ourselves and our

communities, creative expression and appreciate for the arts, physical development and skills.
The expectations of my classroom climate will include having the desks arranged in groups of 3

to 4 and each group will have peer helpers. Also, it will include students work posted on bulletin

boards, plants, and environmental print. Lastly, I will use a cue whenever I want their attention.

The cue will be 5, 4, 3, 2, and 1 when I say one everyone will know that they should be in their

seats giving me their full attention. If I see a student that is not ready I will either wait until they

are ready to give me their full attention or acknowledge a student who is giving me their full

attention in order for the student to redirect their behavior.

I would imagine, when walking through my future classroom door, the students are hit

with vibrant colors on the walls, natural lighting from the windows and an inviting sensation as

they glide along the carpeting. They feel safe and welcome wandering to their seats in a big

circle of tables. They can see their classmates as they face each other and glance from wall to

wall looking at maps, art, famous people, different cultures and student work all depicted in

colorful posters around the room. The carpet on the floor is comforting to the student and

includes multiple pillows. As I start the lesson from my desk, which is also included in the circle,

the students get out their journals and colorful pens to record today’s lesson and their personal

thoughts, questions or even art. I believe the set-up of a classroom has a big effect on student

learning and I hope that my classroom will be an environment that will engage my students in

critical thinking, discussions and reflection. Having the tables in a circle will create an

environment rich in discussions. I think it is very important to engage students in discussion to

try to draw out and challenge ideas and let the class learn from each other. No one is sitting

behind the circle or on the sides of the room; the class enjoys the eye contact and facial

expressions of everyone as they share ideas. I believe the circle of tables encourages discussion

and in turn, students learn from each other.

The posters in my classroom will cover the walls from floor to ceiling–there is not a speck of

blank white wall. I will use all the posters throughout the year and hope that they will engage the

student’s minds while sitting in class. Even if the students are not paying full attention and their

mind is wandering, I hope to catch a few of them thinking about the posters inquisitively. I want

to have thought-provoking pictures to invoke interest in the students whether it be artwork of

different times, or pictures of people (men, women and all races and ethnicities) or landmarks

throughout the world.

I want supplemental materials for students to have access to for studying, writing or

researching. I will have a classroom library filled with books in the corner of the classroom

where students can research and read fiction books. There will be a few computers for projects,

reports and research. I would like to have Google Chromebooks for each student to use to learn

on programs such as Smarty Ants or Dream box. It would be ideal to have a promethean board

and project, so I am able to present my lessons digitally, making it more appealing to the

students.

I want to create an environment in my classroom that is conducive to discussions and

groupwork. By arranging the students where they are facing each other, I believe this leads to a

more intimate environment as well as a space where I can get to every student easily. I like to

walk around the room while teaching, rather than staying in one stationary place in the front. If

the tables are arranged as so, I can walk around, engage more students, and hopefully create an

environment where students can talk and share ideas freely and comfortably. I would have all

students sitting together with all the desks facing into the group for groupwork. This will lead to

discussions and will not let anyone feel left out of the group physically. I intend to use
groupwork as a different instructional technique to include as many learners as I can–using

multiple-ability tasks so that every level of learner can be an active participant and they can learn

from each other.

My desk will be in the corner of the room but used mostly for my administrative tasks. I

will have a computer in which to keep grades and will have lesson plans, attendance sheets and

paperwork organized there. I will take a seat in the "circle" to conduct lessons as well as moving

around the room. I would like to have resources available for the students such as dictionaries,

atlases, and books pertaining to the unit. These resources could be additional materials that

students can look through out of curiosity or of obtaining extra information on a subject. Of

course, I would love to have a few computers in the classroom so that we could use them to

enhance the curriculum. I also will have butcher paper and plenty of markers, colored pencils

and crafts items in which the students can create projects. I intend to involve the students in

drawing, making, singing, rapping or making mobiles of the lessons and I want to be equipped in

having materials for them to use and be creative. I would love to have maps around my room as

well as posters of different cultures and peoples as well as different places. I will frequently put

student work on the wall, so students feel a "part" of the room.

Reactive Strategies

If there is a consistent misbehavior problem, I will initially ask the student to talk to me

after class. I will talk to him/her about the positive things they are doing in class and how I

appreciate something they are doing, as in participating in class for example. I will tell them why

their behavior is interfering in the class and have them meet with me later to make a plan of how

they will be able to stop the behavior. In class, I will give them a warning and then ask them to
move to the back of the room to work by themselves. I always want to keep consequences in line

with the misbehavior. If the misbehavior continues, I will talk to the student and make a phone

call home. I might also ask the parent to come into school for a meeting with the student. I think

it is very important to involve the parents. I do not believe in throwing a student out of the room

unless they are being harmful to others or me in the class–either physically or verbally. I believe

that misbehavior should be addressed with the teacher and student communicating as much as

possible. I feel that sending students to the "office" is overused.

The best rule that I have heard, and I would believe to be my attitude towards classroom

rules is that I need a classroom where learning takes place, and if we can respect each other then

we don’t need any other "rules." I absolutely believe in keeping a safe environment where put-

downs and name calling is not allowed–this also falls under respect. If I can have respect for my

students as well as having them respecting each other, I believe this leads to a safe environment

where learning can take place. I would like to give my kids the freedom to eat or drink as long as

they are responsible for their trash and mess. If it gets out of control, I will let them know that the

privilege will be taken away, right from the beginning.

One of the most important things I have learned so far in this program is to utilize the

term mistaken behavior, rather than misbehavior. The term misbehavior has a very negative

connotation to it, forcing the teacher to make a judgment about the child, but “mistaken behavior

reminds us that the child is just at the beginning of a lifelong learning process, which we are also

undertaking, and in that process of learning we all make mistakes”(Gartrell, 2004, p.6). I will

create a Good Behavior Club which goes hand in hand with Class Dojo, which is meant to

encourage the students to show positive behavior. In the Good Behavior Club, the students work

toward a previously voted on behavior incentive such as extra recess, cookies, brownies,
sidewalk chalk, etc. The students receive the reward only if they receive less than seven red

points in a week. For every red point received the student must color a square in the printout

chart of a graph so that they can physically see the red point as well as hear it on the computer.

I would also like to implement some class meetings where we can discuss what is

working and not working with the class. I would like these to be like an open forum where ideas

and suggestions can be discussed and hopefully implemented. I am very interested in learning

what the students are thinking about and making the learning environment as much to their liking

as possible. I think this dialogue is crucial in creating an environment where the students feel

autonomous and in control of their learning. I would also use class meetings to discuss whole-

school rules. I would hope that the school in general takes some time during the year to discuss

policies with the students to get student feedback.

Family Involvement

I can build relationships with families by making myself available for each student and

their family, offer guidance, share information and connect families with resources and services

to support them and their child. I could also encourage parent volunteers, room moms, or teacher

helpers for the classroom. It is essential to establish trust and respect with families, which can be

done by establishing clear communication. By having more contact with parents, teachers learn

more about students’ needs and home environment, which is information they can apply toward

better meeting those needs. Positive connections between parents and teachers have been shown

to improve children’s academic achievement, social competencies, and emotional well-being.

When parents and teachers work as partners, children do better at school and at home.
 Instead of focusing solely on the misbehavior in the classroom, I want to focus on the

good behavior and positive attitudes in my classroom. I will have the students fill out postcards

at the beginning of the year with their address on them. I will use these postcards throughout the

year to send positive feedback to the parents at home every week. I will focus on sending a few

postcards home each week. I want to acknowledge and encourage good behavior and academic

success in my classroom. I think that letting parents know at home is another way to involve

parents in the classroom as well as reinforce good behavior and learning by the students. I will

make sure that positive post cards home will be given out for all students no matter how big or

how small the accomplishment. I will also make positive phone calls to home and schedule at

least two conference with families each year. I think parents really appreciate positive phone

calls home and it also sets up a dialogue between parents and teachers.

In addition to making a class constitution, I would like to send out a monthly newsletter

or post one on the website so parents can see what is going on in the classroom. Along with this,

the students will be sent home a yellow folder daily containing their homework assignments and

their behavior chart for the day. Parents are to sign their initials, acknowledging they have

checked their child’s folder and collect any important information that may be in there. I believe

if parents are involved in their child’s school, the child will have more support at home and the

parent can help with any issues that arise. I believe in involving the parents as much as possible.
 References

Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early

Childhood Programs Serving Children from Birth through Age 8. Washington DC:

NAEYC.

Gartrell, Dan. (2004). The Power of Guidance: Teaching Social-Emotional Skills in Early

Childhood Classrooms. Australia: Thomas Delmar Learning.