Classroom Management Plan

Classroom Management Plan Statement of Purpose: To create a classroom management plan

that can be used to create a warm, motivating, low-risk environment, that fairly addresses any
student issues, and provides all students with a structured atmosphere that allows them to be
engaged, on task, and productive.

Rules (List 3-5): Rule Positive Reinforcements: Rule Consequences:

1. Be respectful Verbal reinforcements, prizes, and Verbal warning, lunch and
chance tickets that can be used at recess detention, after school
the school store detention
2. Be prepared Verbal reinforcements, prizes, and Verbal warning, lunch and
chance tickets that can be used at recess detention, after school
the school store detention
3.Best effort always Verbal reinforcements, prizes, and Verbal warning, lunch and
chance tickets that can be used at recess detention, after school
the school store detention

Classroom Procedures and Routines:

Before students enter the classroom, they will be able to see a list on the door that reminds them
of any needed materials for the day. Needed materials may include pencil(s), grading pen,
computer, and any worksheets for the day. All needed materials will be present in the classroom
in case the student needs them. This subtle reminder will allow all students to prepare
appropriately for the class. Once the students enter the classroom all students will be greeted
with a warm welcome to make them feel comfortable and excited for the day. After being
greeted students will be expected to check in on the board (attendance) and then find their seats
and begin working on the bell work for the day. The bell work will be written on the white board
and will consist of either reading, a worksheet, an assessment, or workbook pages. All bell work
will be completed independently and will require students to give their best effort. Bell work will
allow me to access my effectiveness as a teacher and will provide me with data that pertains to
the growth of each student. The goal of the bell work is to get the students brains thinking and
prepared for the class. Bell work will consist of no more than the first 10 minutes of class. After
bell work, we will go over and self-grade the bell work. Students will be encouraged to grade
their papers accurately before turning them in. Bell work will be used as a formative assessment
and will allow me to assess my students understanding of previous topics. By using this type of
assessment, I will know if I need to reteach, reinforce, or enrich the lesson. Once finished with
bell work, I will quickly go over the supplies that will be needed for the day. Students will be
required to hold up the needed supplies and will receive a prize at the end of the week if they
come to class prepared each day. After our supplies check we will begin our daily lesson. The
class lesson will typically consist of large group instruction, smaller group instruction, and then
choice time. The large group instruction will allow me to teach the class as a whole on the lesson
and skills that we are trying to master. Upon completion students will split up into smaller
groups and begin to complete stations that focus on the skills. These stations will be taught by
the general education teacher and myself and will allow us to better meet the individual needs of
the students. To end the class the majority of students will be provided with choice time. During
choice time students will be able to make a selection for the choice board with an assignment to
complete. This time will also provide myself the opportunity to provide additional support to
those in need or who are being serviced via an IEP or 504 plans. At the end of each class
students who were in compliance with the 3 rules will have earned a chance ticket.

Classroom Environmental Considerations:

From looking over the class profile there are a few considerations that need to be made so that
each student can be offered the best opportunity and atmosphere to be successful. The first
noticeable consideration is that there are 11 students with an IEP category of Emotional
Disturbance. These students need to be given additional support for their behaviors. These
students will need to be provided with any accommodations and modifications that are in their
IEP. The overall class is performing at grade level in reading and math. However, there are a few
students who have academic goals in reading, writing, and math. To address these goals, I need
to follow there Specially Designed Instruction (SDI). There are no medical needs for the students
in the classroom. These considerations will need to be taken into account so that all students can
be provided with a safe classroom environment.

Implementation Plan:
The classroom management plan will be introduced and taught to students beginning on the first
day of school. Providing all students with an organized classroom management plan sets students
up for success and determines how students will learn (Wong, 2012). On the first few days we
will run through the procedures, routines, and expectations as a class. Students will be provided
with a set of clear expectations and what they can expect during the class. Students will also be
shown where to find all needed materials.

Documentation Plan:
Documentation will be completed using a Google Behavior Form. The Google form that I
created allows all school. Teachers are able to complete documentation as needed, quickly and
accurately. In addition, the Google for allows for the Intervention Specialist to print a student
report that is timestamped. The software is also able to break down when, where, or what
behaviors are occurring so that I can measure the effectiveness of the plan or if the student is on
track to meet their IEP goals.
Confidentiality and Ethical/Legal Considerations Plan:

Student information will only be supplied to teachers or staff who work directly with the student
via ProgressBook. ProgressBook is a software in which teachers are able to submit student
documents including their IEP, 504, or grades. Teachers are able to grant access to documents to
those who are in need or access. Information regarding a student will only be provided to people
in the student’s official school file to protect the student’s rights.

Crisis Management Plan:

All teachers and staff should defer to the school’s protocol for how to deal with and manage a
crisis situation. Should the student have a Behavior Intervention Plan (BIP) in their IEP or 504
those steps should be followed. If a student or staff are posing imminent danger to themselves or
others they should be secluded, and additional support should be requested. At this time the de-
escalation process can be attempted. Restraining a student should only be used as a last resort.
After the incident the situation must be documented in a timely manner.

Substitute Teacher Plans

Substitute teachers will be provided with any and all information they need to be successful in
providing the students with a positive learning environment. This will include lesson plans,
information regarding student’s behaviors, any accommodations that need to be made, any health
concerns, and contact information for myself and other teachers who they can contact if they
need help.

Classroom Management Plan Rationale:

This student-centered classroom management plan will be put into place beginning on the first
day of school and will run throughout the entire school year. The purpose of this plan is to create
a classroom management plan that assists teachers in the planning and implementation of a
warm, motivating, low-risk environment that is efficient, fairly addresses any issues that may
arise, and provides all students with a structured atmosphere that allows them to be engaged, be
productive and stay on task. When implemented properly this plan sets clear expectations, goals,
and procedures that all students will need to follow. In addition, all students will be required and
will receive positive reinforcement for following the class rules of being respectful, being
prepared, and always giving their best effort. The plan will be enforced so that the class as a
whole can create a culture that is respectful of all differences. Students of all abilities strive in an
atmosphere that respects the cultural, language, background, and exceptionalities of all students
(Ethical, n.d.).
Throughout the school year the students will be provided with a wide array of evidence-based
teaching methods that work together in preparing all students for the future (Ethical, n.d.).
Student’s progress will be monitored through the use of various assessments that will frequently
documented so that each student needs can be provided for. In addition to meeting all students’
academic needs, the plan also works to address all students social, health, and technology needs.
A student-centered plan allows students to feel supported academically, social, and emotionally
and works to provide students with self-fulfillment that becomes intrinsically motivating
(Tarbutton, 2018). Overall, this plan is focused on providing all students with the opportunity to
reach their full potential by providing them with a safe environment, any necessary
accommodations, and the development of academic and social skills needed to prepare them for
their future.

Resources
Ethical Principles and Professional Practice Standards for Special Educators. (n.d.). Retrieved
May 2, 2019, from https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-
Standards

Tarbutton, T. (2018). Leveraging 21st Century Learning & Technology to Create Caring Diverse
Classroom Cultures. Multicultural Education, 25(2), 4. Retrieved from https://search-
ebscohost-com.lopes.idm.oclc.org/login.aspx?
direct=true&db=edb&AN=130011881&site=eds-live&scope=site

Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for
Success. Science and Children, 49(9), 60–64. Retrieved from https://search-ebscohost-
com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ997836&site=eds-
live&scope=site