Classroom Management Plan
A. Philosophy
Belief Statement
The classroom can be a place for socialization, education, and inspiration. Though I
believe that young people have a direct role to play in their academic schooling, it is the teacher
who provides the inherent motivation for them to thrive as successful students. It is for this
reason that one of my goals is to attribute the key fundamental values of personalized learning
into the classroom, as a means to evoke the best possible results from the students I teach. A
dedication to each student on an individual level can have very fruitful results. Moreover, it
would be my hope to practice a democratic ideal in my classes, where students can participate in
the development of rules and expectations, and understand why repercussions for academic
inconsistencies or inappropriate behaviour are necessary.
It would be my responsibility to instill realistic goals upon the students I teach, in order
for them to fulfill personal expectations, as well as gain confidence in their own abilities. It shall
always be my intention to present constructive and creative approaches to my educational
methodology, and project a high standard of ethical and moral values. My classroom would be a
safe place for all people; free from any prejudice, degradation, bullying, racism, and harassment.
Instead, students will hopefully see a place where they can express themselves openly, while
using my classroom philosophy as a moral standard towards those expressions.
B. Rules/Policies/Expectations
Rules and Policies
The importance of rules and policies is seen at any developmental level of a student. In
my classroom, I will take what Dr. Elizabeth Bondy has said when describing one of the
important principles of her Responsive Classroom philosophy that she developed at Greenfield
Centre School in Massachusetts: The social curriculum must be as important as the academic
curriculum. Students cannot learn in environments that are not socially healthy and safe
(Brownel & Thomas, 1999). With this in mind, and following what was outlined in my belief
statement, the rules and policies of my classroom shall be delineated and discussed as a class,
where each student shall have a chance to participate in its creation, as well as implementation.
The rules shall be, as Bondy describes, brief, specific, positively worded, understood by all
students, and consistent with school rules.
The rules and policies of the classroom would deal with the social interaction of the
students, the respect for all class materials, and the completion of all assigned tasks. This can be
done by inputting them into a computer and displayed on a projector for the whole class to see,
which can then be sent to each student via email, or printed out, and have the students include the
print out at the front of their academic binder for the courses they will have with me.
Alternatively, and depending on the age group, the rules and policies could be written on a large
piece of paper, which could then be taped to an open space on one of the walls of the class. In
this way, the rules will always be accessible. One important element that I would share with any
class that I am teaching is that the rules can, in special cases, be reworded, or changed, if
someone feels dishonored in some way. In this case, students will be asked to talk to me in
private to ensure trust and comfort.
By having students participate in the creation of the rules and regulations, it will
hopefully instigate a code of conduct not only for themselves, but to put into practice a particular
standard that they will hold to their classmates, as well. If these set of rules and policies are
violated in some way, what would follow would be either a natural or logical consequence, not a
punishment. Consequences would be administered by myself, and would be done in a
constructive/positive manner. This would be directly related to the expectations of the class.
Expectations for Students
Students will be expected to be on time, be hygienic, care for their text books/class
materials, be prepared for class, complete all assigned tasks/homework, and give their best effort
in all academic aspects of the class. Furthermore, a key for students to learn and feel confident
about their position as a student is knowing that they are respected, and thus, be significantly
more invested in their environment. This, for me, is the basis for a functional classroom: respect.
In my classroom, students will be expected to respect me, but most importantly, each other. The
creation of a positive environment comes from setting a specific standard for myself and for the
students at the very beginning of the school year. Through the creation of the rules and policies,
outlined above, the students will hopefully attain the skills to respect the class as a whole.
Consistency will be extremely important in this matter. Students who do not see a teacher either
following these rules, or not serving a consequence to those who break these rules, shall lose
his/her sense of integrity, and hitherto, lose the trust and respect of his/her students. These
expectations will be outlined with regards to the acceptance and respect of all people from any
cultural background, religious belief, gender, and creative expression. It will be my hope to keep
this philosophy in the form of a printed statement that would be placed at the front of the
entrance door. It would state:
I promise to provide a safe classroom which
promotes the dignity, self-worth and human rights of all
students. In my classroom, all forms of harassment or
derogatory comments are unacceptable and will not be
tolerated.
Routines, Procedures, and Pedagogy
As with rules and expectations, routines and procedures will be established at the
beginning of the year, in order for students to understand how the classroom functions and not
feel like there will be any unexpected changes. Upon arrival in the mornings, students will be
greeted by me, where I will make a genuine effort to ask them about their previous day/night.
This shall not be done in a disingenuous manner. On the contrary, the inquiry would be to further
my relationship with students as a person who takes an interest into who they are. When all
greetings have been completed, we shall take a look at the class calendar, in order for the
students to prepare any assignments that are due on that day, or for reminders for what is coming
up.
Depending on the class/course that I am teaching, I would like to follow a routine where I
give students challenges directly after the calendar review. The challenges would be directly
related to the material being studied. They would help to transition into the lesson by stimulating
the minds of the students with something fun, where they can receive an award if they win the
challenge, and would then help focus them towards the proceeding classroom activity. The
challenges would be presented in the form of a question, a picture that needs to be identified,
the completion of a quote, etc. The activity, or activities, planned for each day would take into
consideration all students. Differentiated instruction methods would be practiced. If a small
interactive lecture is planned, it would incorporate a multimodal, over exclusionary, form of
pedagogy. This would mean that varying forms of technology, including videos and interactive
software, and group discussions, to name a few, would always be the base for learning. Lunch
and end of day dismissals will be based on the cooperative nature of the students throughout the
morning and day. If students were diligent in their work ethic and created a positive environment
with their classmates, they will be congratulated and dismissed. The implementation of exit cards
shall also be part of the procedural elements of my class, as they can encourage participation and
student cooperation.
C. Strategies and Layout
Getting Students Attention
I have been a student for most of my life, and like the students of today, I grew
accustomed to having an engrained system of instruction, where the following of rules,
regulations, procedures, and expectations is part of the daily routine of the classroom structure.
However, it was the teachers who made an effort to differentiate the forms of structure that truly
stand out. Therefore, it would be my intention to do the same, in order for students to believe that
I have their best interest in mind. When getting the students attention, for example, I would use
three different methods for acquisition: A timer, humour, and positive reinforcement.
Firstly, at the beginning of class, before the bell rings, and depending on the whether or
not the school is equipped with such technology, a digital timer would be projected on the class
projection screen letting them know how long they have before having to paying attention to
announcements, classroom setup, calendar review, and any other activity they are participating
in. The timer would be there to hopefully coordinate the students time, and also reinforce time
management. Secondly, I would try my best to incorporate humour into as many aspects of the
classroom as I can. I want the students to feel comfortable, and as the
(FEA - An organization for high school students interested in education careers) has
shown, using humour in the classroom can significantly boost engagement, as well as create
awareness for a particular idea. For example, in the case of getting the students attention, Lydia
Gonzalez, a 7th grade Math teacher from the United States, begins to talk to the board as if it was
a person. Students laugh at the strange occurrence, and at the same time, this gets their attention.
Finally, I would use a system of positive reinforcement. Simply, if I see a particular student, or
group of students, doing a good job on any class activity, or just behaving in a positive manner, I
would make an effort to acknowledge, give praise, and in some cases, reward the student(s), for
the whole class to see. It would be my hope that standards for classroom etiquette would be met
by all when seeing that type of situation.
Dealing with Redirection
Once again, a big part of a classroom management plan will depend on the
developmental level of the students. For the purposes of this plan, I have secondary students in
mind. It is, however, important to note that redirection strategies for elementary/middle students
are universal, and work for older students, as well. This is all with the hope that I do not have to
interrupt the class/lesson. Thus, there are three particular strategies that I would use to redirect
students if they become distracted. The first is to use non-verbal signals to a student/students
who are off task. By simply using a hand gesture, I can get his/her attention back from what they
are doing. The second would also be a quick form of redirection, where I would simple give the
student an extended look/stare, wait for them to make eye contact, and that will usually make
them stop what they are doing. Thirdly, and finally, if distraction becomes consistent, I would
privately talk to the student, and express a constructive remark/comment about how they should
get back on task.
Class Layout
The more interaction that I have with students, the more I will learn about their cognitive
and psychological abilities. The class layout will be based on, once again, a communal set of
values. I would like for the students to feel like they are always part of a group in order for them
to not feel ostracized, and to feel like they can rely on their friends/classmates during moments
of confusion. The layout will be based on an idea that I provide for the class, where I will also
take suggestion from students. Taking into account the various strategies for keeping and
redirecting student attention, the layout will also be based on class etiquette, participation, and
rewards. As the following preliminary diagram suggests, the seats would be based on colour.
Students that can be trusted to participate and follow direction, without discretion, can sit in the
back, where students with higher/special needs can sit closer to me. Here is a small description of
the arrangement based on colour:
Green Follows directions very well, without discretion
Blue
Follows directions well, little discretion needed
Can follow directions, some discretion needed
Orange Follows directions, but discretion is needed
Red
Needs direction and discretion (also reserved for students with IEPs)
A reward system will also be implemented when people behave well. The students would
have first access to class materials, that are situated in the back, as well as in my desk. As before,
this is a preliminary idea that will depend on class size, class discussion, and classroom etiquette.
This layout will be a reflection of my philosophy of teaching and classroom management, where
the students can still participate in the strategy to create a community in the classroom.
Student Conflict
It would be very hard to imagine a school where some type of conflict does not exist. I
am realistic about the possibility that conflicts amongst students and teachers occur occasionally,
if not daily. However, it would be my intention to stay consistent with the types of rules and
regulations that I provide at the beginning of the year. The rules would encapsulate norms for
how to deal with conflict, as well. It would be up to students to try and resolve conflicts
themselves, but if not, to approach me, either during class time, or in private, if there is a
problem that needs intervention. All conflicts would be dealt with in a manner suited to the
nature of the situation. For instance, if there is disagreement between two students, or between a
student and myself, I would hold true to the philosophy that ideas and beliefs are plentiful and
can be resolved in a reasonable fashion with a proper discussion. If there is a more severe
conflict, a physical altercation for example, a separation of the students will ensue, and the
administration shall be contacted, before anything else happens.
As stipulated above, the rules, procedures, and expectations will always be a place where
students can refer to when faced with a conflict. If there is an instance of a more complex
conflict, plagiarism or being caught cheating as examples, I will always strive for students to
reflect on their actions and reactions based on those rules, as they would have been words that
we all came up with as a class. It would be my hope that the students would feel motivated by
the freedom they have to maneuver themselves academically and socially, based on the
communal goal of these rules.
D. Motivation
What motivates students?
Linda Young, a writer for the National Council of Teachers of English, writes To be
creative and use imagination is a conscious decision made by the student (2009). In my opinion,
creativity is tantamount to academic results, in the classroom. Though high
assignment/project/test scores are the most conventional motivators for students, I also believe
that given the right incentive, creativity can also become also become a driving force for
students. Students love to be inspired by great acts of courage, intelligence, and compassion.
Within these three human characteristics and spectrums, creativity plays a pivotal role in their
fulfillment. Giving students reasons to be creative, not simply to achieve a product or desired
result, but to truly impress the idea that having an imaginative mind is a gift, can motivate
students to achieve academically, but also, produce things that may better their own lives, and
the lives of others.
How do I plan to motivate my students?
In essence, my motivational style will be based on authenticity and genuine interest in the
students I teach. Being a role model for the rules and type of philosophy I present will be the
base for creating motivation for all students. Students may see me as a guide in the complex
world that surrounds them. If they concentrate on the fundamentals of what it is like to be a good
person, they will hopefully see me as a direct example of someone who cares. I would always
pay close attention to who the students in my class are, and insure that they all understand that I
am invested in my work as a their teacher, and in the material we are studying. Thus, it would be
in my best interest, and for the students, to give more intrinsic forms of motivation. I would try
and set realistic goals for each class/student, so that each of them felt that they understood what
we were studying, and had enough confidence to achieve their individual goals. On a basic level,
rewards will come from wanting to be part of the class I teach, and to be able to discover a more
creative side to themselves. Though the academic aspects of any class are very important to me, I
would always strive to not set it as the ultimate goal. Extrinsic rewards would result as a bonus to
all the work we do in class.
References
Walther-Thomas, C., & Brownell, M. (1999). Dr. Elizabeth Bondy: Creating the responsive
classroom. Intervention In School & Clinic, 35(1), 46.
Young, L. (2009). Imagining creating rubrics that develop creativity. English Journal, 99, 74-79.
(261- 266).
