CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Bryan McDonald

Arizona State University

Table of Contents

Philosophy of Education: Self-

Classroom Procedures…………………………………………………………………………...4

Classroom Expectations and

Classroom Layout and Rationale………...

References……….………………………………………………………………………………13

Table 1: Classroom Expectations and Consequences…...

Table 2: Classroom Layout…………...

Introduction

The contents of this Classroom Management Plan showcase my philosophy of education;

this philosophy includes why I want to teach, what I believe the purpose of education is, and

what I believe my role as an educator should be. This management plan also includes the

procedures I plan on utilizing in my classroom as well as my expectations for behavior in my

classroom. The management plan also includes my suggested layout for my classroom as well as

the rationale behind this layout and how it will meet the needs of my diverse future students.

This management plan is designed to help create a positive classroom environment where my

students will thrive.

Philosophy of Education

I want to teach for several reasons, but I feel like the bare bones of my philosophy of

education is this: I want to provide a positive environment for students, and I want to provide a

space for students where they feel represented and understood. Many students do not have a

positive home environment; I want students to have a place that they can go to where they feel

safe, and where they can develop in a healthy manner. I also want students to feel represented;

as a gay, mixed race, male-presenting teacher, I feel that I can serve as a role model for students

from those underrepresented communities.

I believe the purpose of education is not only to teach students potential skills that they

may use in their future (analytical skills, social skills, etc.), but also to provide students with a

positively stimulating environment where their physical, social, emotional, and cognitive

development can take place. The school environment is so much more than just a learning

ground; it is a place where students build relationships, find community, and begin to define their
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identities. This is the role of education in a student’s life; not just for them to learn school

subjects, but also to stimulate them and help them develop. Furthermore, the student’s role is to

be open to learning and growth. In doing so, they become members of their communities, and

they learn new skills and eventually develop into healthy adults.

I believe my role as an educator is to stimulate the growth that I mentioned above, and to

serve as a mentor to students. It is my job as a teacher to support students academically,

emotionally, and developmentally, and as an extension of my job teaching students math, it is my

responsibility to build relationships with students. The role of an educator is to facilitate

adolescent development through providing a healthy and stimulating environment for students,

whether that be through academic subjects, extracurricular activities, or appropriate support

outside of the school environment. My role as a teacher is similar in the community; it is my job

to educate and stimulate children, as well as provide an environment for students to grow and

develop outside of their home environment. Especially in high school, I believe that it is

important for students to grow outside of their home and develop into their own person, and I

believe that it is a teacher’s job, alongside a student’s parents, to help facilitate that growth.

Classroom Procedures

Beginning of Class

At the beginning of class, students should enter with a good attitude, and be ready to

learn! They should have all the materials they need for class, and they should be seated and ready

to start working on whatever warm-up activity I have planned for the day. Students will be

counted as late if they are not in the classroom by the time I begin the warm-up activity (5

minutes after the bell to begin class rings). There is no consequence for being late except missing
CLASSROOM MANAGEMENT PLAN 5

the work that we do in class; if a student misses work we have done in class, it is their

responsibility to contact me and make me aware of why they were late/figure out what they

missed while they were gone. Absentee slips will come on a case-by-base basis, and only if a

student has made me aware of the cause of their absence. While they may be excused from class

by the school, if they’ve missed class and failed to address it with me, I won’t provide them with

any of the material they missed in class. I just want students to know how important

communication is, and also that their education needs to be important to them, not just to me and

their parents.

The students will sit in groups of four in 2x2 grids of desks in the classroom. This will

allow for group work, and students will use folders to maintain privacy during tests. I’d like to

promote group activity/the building of community in class; according to Washington University

in St. Louis, “Students engaged in group work, or cooperative learning, show increased

individual achievement compared to students working alone.” (Nordell, 2016). Additionally,

students will have assigned seating that will change quarterly. According to a study from

Medical Education Online, students who sit closer to the front of the classroom interact more

with the teacher and are more likely to show higher performance/more motivation (Zomorodian

et al., 2012). The study also states that students who change seating location minimally perform

better, hence why we will have assigned seating that will change quarterly.

To start class, I’ll likely have a classroom signal; raising my hand until students are quiet,

or clapping in a call and response pattern to get the students’ attention. According to a blog post

from Edutopia, hand signals, flicking the lights off and on, and clapping can all be good ways to

build rapport with students, and to get their attention/put students into a routine (Alber, 2015).

During Public Address (PA) announcements, I’ll expect students to quiet down and remain silent
CLASSROOM MANAGEMENT PLAN 6

through the end of the announcement; this will allow everyone to hear the information being

relayed via PA.

Managing the Classroom Movement

Students will only leave their seats when they are granted permission to do so; they will

raise their hand, and I will address them as necessary (come over to them, or address them in

front of the whole class). To leave the classroom, I’ll give students a reusable room hall pass;

something big and that is recognizable as mine, so they can’t take it and use it again in the future

without my permission (and to create less waste!). Students will only be able to leave

individually (unless it is for something they’ve discussed with me previously). Students will get

help from the teacher on more of a hierarchical approach; they will first attempt problems, then

look in their notes/past work, then ask their group mates, and then they’ll ask me if they really

need help. When they need assistance from me, they will raise their hands and wait for me to

acknowledge them. If there are multiple hands at once, I will write the order in which I saw them

on the board.

For group work and discussion, a medium noise level is appropriate. I want students to

work together on problems and to learn to collaborate, but I also want them to be able to be

respectful of other people, and to be not disruptive in the classroom. Students will already be in

pre-assigned groups (likely randomized for the first quarter, and then selected by me for every

subsequent quarter), and when directed, will work with the other students in their group on

assigned tasks. Students will raise their hands and wait for me to call on them in most cases to be

recognized to talk; on some occasions, I may open the class up for discussion and allow students

to answer candidly. The choice for both is mine, but in most cases I’ll utilize the raised-and

method. During presentations, students will remain quiet and respectful, and will treat presenters
CLASSROOM MANAGEMENT PLAN 7

with the same respect they treat me. I don’t imagine students will have many presentations in my

classes, but in the case that I do, I’ll make sure they retain the same rules and respect they have

for me.

When students need supplies, they will raise their hands to speak with me or address me

before/after class as needed. In general, I will provide students with a required supply list for my

class at the beginning of the year, and expect them to obtain their own supplies; however, I

recognize that some students are not able to obtain their own supplies, and in these cases (if the

student has talked to me about it), I will supply what they need as necessary. Students should

have their own pencil sharpeners, but I’ll also keep one for students to use if they don’t have

their own. Any special materials/equipment (including schoolwork/homework, special tools,

calculators as necessary, etc.) will be provided by me, and I will likely pass out enough to each

group to distribute amongst themselves as needed. I’ll expect students to have respect for the

things that I provide them with, as they will likely be things that I’ve provided with my own

income.

Paper Work

When there is homework (likely on a daily basis), I’ll collect it at the beginning of class

on the due date. I’ll likely have a homework box on my desk for each class; students who are late

to turn in their work here, and this will also be where I keep schoolwork/homework when I don’t

take it home to be graded. Students will have handouts distributed by me (or teacher’s aide, if

there is one) by group, as I would with special materials. For online assignments, submissions

will be counted as dictated by the due date I specify.

Makeup work will be added to a specific absent box when a student has been approved to

turn it in late; if they have not talked to me about the work and why it was late, I will not accept
CLASSROOM MANAGEMENT PLAN 8

it. Depending on the circumstance, I may elect to take points off of students’ late work; I will

determine this via communication with the student on a case by case basis. When students miss

quiz days, they’ll have a week to make it up on their own time. I plan on being at school for an

hour or two to attend to grading/administrative tasks as I need to, and also to tutor students when

they need it; students will be able to make up quizzes during their lunch period or after school for

up to one week. Special cases will be evaluated by me on a case by case basis with

communication to the student. Although I don’t intend to have many projects (as I’ll be teaching

a math class), students will need to speak with me regarding turning in projects late. In general,

I’ll stick with the policy of no late work, and if there are special circumstances, the student will

need to speak with me.

Syllabus/Course Outline

Students will be made aware of course objectives and materials they will need daily at the

beginning of class; objectives will also be written on the board daily, so students know what to

expect prior to class. I’ll likely also have a reminders/due dates section on the whiteboard for

students updated daily, with reminders daily for students to complete assignments as required.

Students will also be given a weekly overview at the beginning of class each day, and I will

continue them of upcoming events and due dates. Major due dates, course requirements, overall

course objectives, and the grading scale will be provided to students on the first day of class in a

syllabus; these syllabi will be handed out to students on the first day of class, and I’ll go over

them on the first day of class. Following this, students will be expected to take responsibility for

their own work, and while I will give students daily reminders of due dates, it will be up to

students to keep track of their coursework and communicate with me about any difficulties they

have.
CLASSROOM MANAGEMENT PLAN 9

Classroom Expectations and Consequences

While my primary instinct is to treat my students as adults, if they decide to act like

children, they will be treated as children. When the rules are broken, students will face

consequences; please refer to the expectations I have for my class (and consequences for

breaking them) listed under Table 1.

Diverse Learners

My rules are based primarily around respect (respect for my time, respect for others,

respect for my classroom space, and self-respect); these four rules are not hard to remember, and

they make it easy for students. I don’t feel that I’m asking much of students, and especially for

the incredibly diverse group of learners that I will be teaching, I feel like it is important for me to

make their learning environment productive and free (with some boundaries established). The

students and I will also discuss norms/rules they would like at the beginning of the year

(especially concerning their expectations of me); this way, I will have my expectations and

boundaries laid out for students, and they will be given the opportunity to show what their

expectations of me will be. This short list of expectations will give the students easy guidelines

for them to follow and won’t inhibit their creativity or ability to learn.

Classroom Expectations and my Philosophy of Education

My personal teaching philosophy centers around forming a community of learners. I

believe in independence and communication, and I think that a long list of rigid rules can make it

very difficult for students to feel that I am anything less than solely a figure of authority. I want

my classroom to be a productive environment for students, and I also want them to feel as though

they have a say in what happens in the classroom, so I really want to preach responsibility and

communication. All successful relationships are built on these things, and I don’t see any reason
CLASSROOM MANAGEMENT PLAN 10

why my classroom and the relationship I have with my students should be any different. On the

first day of class, I’ll introduce myself, and then I’ll give the students an opportunity to introduce

themselves; after this, I’ll introduce my classroom expectations, and ask the students to share

what they expect from me as their teacher. In this way, I’ll establish boundaries with the

students, and give them an opportunity to establish healthy boundaries with me, as well.

Hopefully, in this way, I’ll make students feel less scared to come talk to me, and establish a

healthy classroom for students to come to every day and learn in.

Classroom Layout and Rationale

Classroom Description

When you enter the classroom, you’ll see nine groups of four tables, with one row of

three groups, one row of four groups, and one row of two groups (from the back to the front of

the classroom); these groups can seat up to 36 students. In the front of the room is a whiteboard,

with a projector screen that can pull down installed on the wall above the whiteboard. The

classroom’s projector is mounted from the ceiling, and shines into the center of the whiteboard

(with the projector screen being able to be pulled out). The projector is connected to an overhead

projector system (ELMO, etc.) that allows for the teacher to put worksheets on the screen and

also for them to be projected to the front of the classroom for each student to see. On the side of

the classroom closest to the door is the teacher’s desk (in the opposite corner of the classroom

from the door), with a table to hold the overhead right next to the desk of the teacher. Next to the

teacher’s desk will be where the classroom norms and other school announcements are posted.

Around the whiteboard is cabinet spacing however it can be; ideally, the cabinets would

already be installed in the classroom as a part of the classroom, but I could install cabinets if
CLASSROOM MANAGEMENT PLAN 11

need be. These cabinets will be for supplies for the teacher/students (individual whiteboards,

backup whiteboard markers, incentive treats, paper, a printer, etc.). Right next to the door is a

small shelf with readily accessible school supplies for students who will need them (protractors,

pencils, rulers, a pencil sharpener, colored pencils, etc.). On the far wall from the door is a wall

that will be variable for decorations; ideally, the wall has a window, but if not, I’ll use it to

decorate and/or showcase student achievements. In the back of the room, there is ideally more

whiteboard space; if not, I’ll use the wall (or any remaining space on the wall, if there is a

whiteboard) to decorate/showcase student achievements. On the wall with the door to the

classroom, ideally there is more whiteboard space, but if not, I’ll use it to decorate/showcase just

as I did with the other walls. Please refer to Table 2 to view a visual depiction of my classroom.

Rationale

The students will sit in groups of four in 2x2 grids of desks in the classroom. This will

allow for group work, and students will use folders to maintain privacy during tests. I’d like to

promote group activity/the building of community in class; according to Washington University

in St. Louis, “Students engaged in group work, or cooperative learning, show increased

individual achievement compared to students working alone.” (Nordell, 2016). Additionally,

students will have assigned seating that will change quarterly. According to a study from

Medical Education Online, students who sit closer to the front of the classroom interact more

with the teacher and are more likely to show higher performance/more motivation (Zomorodian

et al., 2012). The study also states that students who change seating location minimally perform

better, hence why we will have assigned seating that will change quarterly. The (hopefully) large

amount of whiteboard space in the classroom will allow me to have group work to be shared

with the class; ideally, the projector/whiteboard combo will also allow me to work through
CLASSROOM MANAGEMENT PLAN 12

problems with the class/have students complete problems during class from their classwork on

the board.

My primary goal within the classroom is to create a community with the students, which

is why I’d like to have students collaborate and seat in groups. Putting students in groups of four

will allow me facilitate discussion and support from other students, and it will also assist me

greatly in the creation of a productive and friendly environment for students. Putting them into

groups is the basis for how I will run lessons, and I know that this classroom layout is one that

will work with my teaching style and with the classroom procedures I have already laid out.
CLASSROOM MANAGEMENT PLAN 13

References

Alber, R. (2015, August 21). 5 Quick Classroom-Management Tips for Novice Teachers.

Retrieved September 28, 2020, from https://www.edutopia.org/blog/classroom-

management-tips-novice-teachers-rebecca-alber

Nordell, S. (2016). Benefits of Group Work. Retrieved September 28, 2020, from

https://teachingcenter.wustl.edu/resources/teaching-methods/group-work-in-class/

benefits-of-group-work/

Zomorodian, K., Parva, M., Ahrari, I., Tavana, S., Hemyari, C., Pakshir, K., . . . Sahraian, A.

(2012). The effect of seating preferences of the medical students on educational

achievement. Medical Education Online, 17(1), 10448. doi:10.3402/meo.v17i0.10448

Table 1: Classroom Expectations/Consequences

Expectations Consequences
1. Come to class ready to learn. Ensure If a student does not come to class prepared,
you have all the necessary materials, or is late without prior communication, they
and be seated and ready to learn when will miss the lesson and material, and they
you enter the classroom. will become responsible for learning it. I
won’t assist them if they won’t respect my
time.
2. Be courteous and respectful. When If a student is being disruptive, I will act on a
you work with others and when I am three-warning system. If they are
teaching, you will not use your disruptive/disrespectful once, I will ask them
personal technology unless directed, politely not to be and remind them to respect
and you will be respectful to the others. If they are disruptive/disrespectful
people around you by giving them again, I will be more forceful (and less
your attention. respectful) in my reminder. On the third
instance, I will ask them to leave my
classroom.
3. Clean up after yourself. Keep in mind If students fail to clean up after themselves
that you are not at home. You may eat and to respect my classroom space, I will no
in the classroom provided you clean longer allow them to eat in my classroom.
up after yourself; make sure you clean After three messes are made, the privilege
up any messes (food, pencil will be revoked.
sharpenings, etc.) that you make.
4. Communicate and participate! If there There is no consequence for not
is a problem, don’t hesitate to reach communicating, but just like if students are
out to me and ask for help! I am here not participating, their grade will be harshly
as a support for you, and your affected (especially if they are missing class
communication (and participation in or being regularly disruptive).
class) are essential to your learning!
CLASSROOM MANAGEMENT PLAN 15

Table 2: Classroom Layout