Classroom Management Plan

Classroom Management Key Components
Area #1: Procedures/Structures/Routines

All children should learn in a safe and supportive environment. All students can
learn. Students thrive on routine and understanding clearly what is expected of
them. There should be time at the beginning of the year to establish routines in the
classroom.
● Non-Verbal Cues (raising of the hand, teacher looks, finger to mouth)
● Beginning of day Routine
● Quiet Signals (clapping, wait time)
● Lining up (going to specials or leaving the room)
● Giving Direction (visuals, modeling, talking it through)
● Raising hands to speak
● Questions for understanding
● Arguing (it bothers me that … Next Time I will…)
Area #2: Engagement & Participation

Learners will progress at different paces and in a variety of ways. All students can
reach maximum potential when instructional strategies target individual needs,
abilities, and learning styles. The curriculum should be challenging yet achievable.
● Hands-on interactions
● Differentiated instruction
● Collaboration through discussion and groups
● Challenging students through rigor and higher questioning
● Modeling of Instruction
Area #3: Rapport/Connection

Building rapport in the classroom and with students and families allows for a
positive, welcoming environment in the classroom. I am committed to building safe
and supportive relationships with the children in my classroom and their families,
children in the school, and children in the community. Children will know to believe
that I am a trusting adult.
● Use personally relevant examples
● Attend extracurricular events
● Be Yourself
● Build rapport with parents
● Warmth, friendliness, approachability
● Energy and excitement, laughter
● Respect and praise
Area #4: Behavior Intervention/Consequences

It is important to work with the student, not against them. I will model my
expectations and help set the tone of the classroom. To receive respect from
students, you must respect them first.
● Follow Progression of Hierarchy
● Use gentle reminders regularly ( the looks, tap on desk, a reminder of expectations)
● Talks are done in private (hallway, desk, empty classroom)
● Consistent with follow-through of consequences
● Positive praise is given
Classroom Management Plan
Classroom Arrangement
Classroom Arrangement Rational
My room would be arranged in rows, with the desks facing the front of the room, where the
Smartboard would be, as well as the teaching rolling cart. Next to the rolling cart is where the
computer needed for the Smartboard would sit. This way, if I need to get to the computer during
a lesson, it is right in the front of the room for quick access.
The desks will have enough room so that I am able to walk through the rows, and possibly the
columns, of desks. This way, there is enough room for the students and their desks and chairs
are not bumping into each other. The desks are simple enough to move, and still close enough,
that if we need to make pods or groups, it can be done quickly and easily.
The teacher's desk will be towards the back of the room so that I am able to look over the
students as they are sitting at their desks, and it leaves more open room towards the front of the
room for any activities that might need to be held at the front. The wheeling teaching cart can be
moved around, so if there are things I need, I can place them on that desk.
The mailboxes would be placed near the door so that the students are able to grab them as they
walk into the classroom if they are gone for the last period of the day. Having cabinets in the
corner can help create a “reading corner” as a designated place where students can go sit to
read their books.
The walls of the classroom will be filled with some inspiring and positive quotes. If they are
surrounded by positive affirmations, they are able to hear and see them every day. In the front of
the room will be signs that will help the students academically, like alphabet signs, parts of a
sentence, literary terms, math examples, etc. There will also be room for pieces that the
students have made, whether it be drawings or something from a project they created. There
will also be a section for things like the class composite, birthdays, or calendars.
Classroom Management Plan
I want the students to:
Learn interpersonal life skills: skills such as showing appreciation, completing teaks,
controlling anger, coping with change, solving problems, asking for help, controlling emotions,
and listening to others.
Believe in themselves and others: as a community of learners, it is important to work together

and build up those around them. But it is also important that they also have that same
confidence in themselves.
I do not want to post specific class “rules” of the classroom because it’s possible that a student
will come back with the response that it is not one of the rules, so how was I supposed to know.
However, I will have a set of expectations that the students and families will be aware of like
touching the base of respect, problem-solving, and feeling something is unfair. Other
expectations would be raising your hand, using appropriate language, and keeping hands and
legs to ourselves.
General Reminder - I will use a general gentle reminder to the whole class, noting what I am
seeing in the class. Rather than calling out one student, I can say a general reminder so that the
whole class can hear it. Phrases like or similar to “we should be quiet when we are working on
our papers”.
Personal Reminder - If a student still causing a disruption, I will talk to them one-on-one at their
desk, going over some expectations I have and the ones they might not be meeting.
Personal Conversation - I will have a quick conversation with the student, at my desk, and
possibly during a time, there are no other students in the classroom. We will discuss some of
the issues that are happening and what are some ways we can solve these issues.
Consequences:
If the first 3 reminders and conversations have happened and the problem persists, I will move
to these next two steps:
Hallway Conversation - I will move the conversation to the hallway so that this conversation is
not a distraction to any other students. I will talk to the student about their behaviors and
question them about the behavior they are having and why it is persisting. They will come back
into the classroom once we have identified the problem and the solution to the problem and the
student is able to tell me that they will work on the solution we found together.
District discipline - If the student continues, I will enforce the district's discipline or send the
student to the principal's office. It is important to me that I keep any management issues in the
classroom and I handle it myself, however, I find no shame in seeking for help if my strategies
are not working.

Classroom Management Plan

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Classroom Management Key Components

Area #1: Procedures/Structures/Routines

Area #2: Engagement & Participation

Area #3: Rapport/Connection

Area #4: Behavior Intervention/Consequences

Classroom Management Plan

I want the students to:

Believe in themselves and others: as a community of learners, it is important to work together

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