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SampleClassroomManagementPlan
[Name]
ClassroomManagement
[Date]
ClassroomManagementPlan
[Link]
studentsareinasafeenvironment,[Link]
punishingbehaviorproblemsbutratheracombinationofsettingthetoneinaclass,preventing
behaviorproblemswithinterestingandengagingcurriculumsandeffectivelyincludingallstudentsin
[Link]
majorgoalofimplementinggoodclassroommanagementwithoutitthestudentswouldnotbeableto
learn.
PhilosophicalStatement
Iamcommittedtomakingmyclassroomasafeandchallengingenvironmentandengagingmy
studentsthroughthecurriculumaswellasgettingtoknowthemandinteractingwiththemoneon
[Link]
themtobecomfortablewiththeotherstudents,aswellasme,sothattherecanbemeaningful
[Link],alongwithgroupwork.
Iwanttoencourageallstudentstoparticipateinclasssothattheycanlearnfromeachotheraswellas
[Link]
asIcanbe,sothestudentstrustme.
[Link]
ofclassandfeelthattheyrespondinclassevenmore,knowingthatsomeoneispayingattentionto
[Link]
[Link]
workwiththeminallcircumstancessothatwecanachievetogetherandtheydontfeellikeIam
[Link]
[Link]
[Link]
feeltheyareinvolvedintheworkingsoftheclassroom,theywillbemoremotivatedtoengageinthe
classandinturn,learn.
RoomArrangement
Walkingthroughthedoor,studentsarehitwithvibrantcolorsonthewalls,naturallightingfromthe
[Link]
[Link]
andglancefromwalltowalllookingatmaps,art,famouspeople,differentculturesandstudentwork
[Link]
carpetontheflooriscomfortingtothestudentandyieldsaformoftranquilityamidsttheinvigorating
[Link],whichisalsoincludedinthecircle,thestudentsgetouttheir
journalsandcolorfulpenstorecordtodayslessonandtheirpersonalthoughts,questionsorevenart.I
believethesetupofaclassroomhasabigeffectonstudentlearningandIhopethatmyclassroom
willbeanenvironmentthatwillengagemystudentsincriticalthinking,discussionsandreflection.
[Link]
toengagestudentsindiscussiontotrytodrawoutandchallengeideasandlettheclasslearnfrom
[Link]
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SampleClassroomManagementPlan
[Link]
[Link]"createknowledge,not
simplyabsorbitfromhigherauthorities,"(p.439,Bigelow)intheclassroomwherepersonal
[Link],
studentslearnfromeachother.
[Link]
[Link]
ceilingthereisnotaspeckofblankwhitewalljustasIdontwantmystudentstoengagetheir
[Link]
postersthroughouttheyearandhopethattheywillengagethestudentsmindswhilesittinginclass.
Evenifthestudentsarenotpayingfullattentionandtheirmindiswandering,Ihopetocatchafewof
[Link]
interestinthestudentswhetheritbeartworkofdifferenttimes,orpicturesofpeople(men,women
andallracesandethnicities)orlandmarksthroughouttheworldorjustablackandwhitephotoofthe
dustbowl.
Iwantsupplementalmaterialsforstudentstohaveaccesstoforstudying,[Link]
havebookshelvesinthecornerwherestudentscanresearchanduseresourcessupplementaltothe
[Link],reportsandresearch,aswellasuseof
applicationstopresentreportstotheclass([Link]).Studentswillalsohaveaccesstothe
computerlabintheschoolwheretheycanlearnsocialstudiesaswellastechnologybyintegratingthe
[Link]
notbesolelylearningthefactsofhistory,butwillbeintegratingart,math,geography,scienceand
psychologytodeepenourunderstandingofourunits.
Asyoucanseebymydrawings(seeAttachments1and2),Iwanttocreateanenvironmentinmy
[Link]
facingeachother,IbelievethisleadstoamoreintimateenvironmentaswellasaspacewhereIcan
[Link],ratherthanstayinginone
[Link],Icanwalkaround,engagemorestudents,
andhopefullycreateanenvironmentwherestudentscantalkandshareideasfreelyandcomfortably.I
amalsoabigadvocateofgroupworkandIshowinmysecondmaphowthedeskswill"magically"
[Link]
[Link]
[Link]
asIcanusingmultipleabilitytaskssothateveryleveloflearnercanbeanactiveparticipantandthey
canlearnfromeachother.
Mydeskwillbeinthecorneroftheroom,[Link]
computerinwhichtokeepgradesandwillhavelessonplans,attendancesheetsandmiscellaneous
[Link]"circle"toconductlessonsaswellasmoving
[Link],atlases,
[Link]
[Link],Iwouldlovetohave
afewcomputersintheclassroomsothatwecouldusethemtoenhancethecurriculumwhether
lookingonmyhomepageforassignmentstousingthemfornewresearchorusingthemtotypeessays
[Link],coloredpencilsandcraftsitemsin
[Link],making,
singing,rappingormakingmobilesofthelessonsandIwanttobeequippedinhavingmaterialsfor
[Link]
[Link]
studentsfeela"part"oftheroom.
ClassroomRules
[Link]
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SampleClassroomManagementPlan
ThebestrulethatIhaveheardandIwouldbelievetobemyattitudetowardsclassroomrulesisthatI
needaclassroomwherelearningtakesplace,andifwecanrespecteachotherthenwedontneedany
other"rules."Iabsolutelybelieveinkeepingasafeenvironmentwhereputdownsandnamecallingis
[Link]
respectingeachother,[Link]
notasticklerforgumchewingoreatinganddrinkingaslongasitdoesnotinterferewithlearningand
[Link]
[Link],Iwillletthemknowthattheprivilege
willbetakenaway,[Link]
thisisanancientruleandaslongasthehatdoesnotinterferewithlearning,thenIwillletthemwear
them.
Imaytrytocreateaclassconstitutionifbehaviorsintheclassareinconsistentlyoutofcontrol.I
reallyliketheideaofhavingthestudentsinvolvedinmakingtheirownrulesandnegotiatingwith
[Link],I
believetheywillbemoreinclinedtoobeythemandtheconsequencesthatwillbeimplementedwill
[Link]
[Link]
sothatIcanincludetheminwhatwearetryingtoaccomplishintheclassroom.
Intermsofcreatingasafeenvironmentforalltolearn,Iwanttocreateanenvironmentwithpositive
[Link]
fromdifferentbackgrounds,Iwanttocreateanenvironmentwherestudentsarenotanddonotfeel
[Link]
[Link]
[Link]
where"teachersacceptthem[students]asindividualswithuniqueandculturaldifferencetorespect,
relateandlikethemtolistenandcommunicateopenlyandtheunderstandandhonortheirfamily,
culture,language,andrace."(SheetsandGay,1996)Ibelievetosucceedinhavingaclassroomlike
thisitisnecessarytohavegreatinterpersonalskillsevenmorethanclassroommanagementskills.I
wanttocreateanenvironmentwhereIcanweavethecurriculumintomstudentsdifferentlivesand
[Link]
[Link]
learnfromeachother.
Iwouldalsoliketoimplementsomeclassmeetingswherewecandiscusswhatisworkingandnot
[Link]
[Link]
[Link]
dialogueiscrucialincreatinganenvironmentwherethestudentsfeelautonomousandincontrolof
theirlearning.
[Link]
[Link]
highschoolthisyear,[Link]
administrationistakingthefeedbackofthestudentstodecidehowtosolvetheissueofstudents
[Link]
[Link]
[Link]
rules,Iwillbetalkingtoadministrationtoseeiftheremaybealternativepossibilities.
Inadditiontomakingaclassconstitution,Iwouldliketosendoutamonthlynewsletterorpostoneon
[Link]
childsschool,thechildwillhavemoresupportathomeandtheparentcanhelpwithanyissuesthat
[Link]
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SampleClassroomManagementPlan
[Link].
Ifthereisaconsistentmisbehaviorproblem,Iwillinitiallyaskthestudenttotalktomeafterclass.I
willtalktohim/heraboutthepositivethingstheyaredoinginclassandhowIappreciatesomething
theyaredoing,[Link]
interferingintheclassandhavethemmeetwithmelatertomakeaplanofhowtheywillbeableto
[Link],Iwillgivethemawarningandthenaskthemtomovetothebackofthe
[Link]
misbehaviorcontinues,[Link]
[Link]
[Link]
[Link]
[Link]"office"
isoverused.
ClassroomProcedures
[Link]
[Link]
daysIhopetohaveafreewritingassignmentsoIcantakeroleandtheycanbeengagedandworking
[Link]
[Link]
notebookistokeepallclassmaterialsinoneplacesowhentheygotostudyforatest,theyarenot
[Link],studentscanshowtheircreativityindesigninga
coverpageforeachunitaswellasdoingfreewritesorreflectionstothelessonsandcentralquestions
[Link]
[Link]
done,theymayloseapointbecausetheydidnothaveastamp,butstillhastimetogettheassignment
[Link],itaddsconsistencytothe
classroombutdoesnotleadtonegativefeelingseverydayofhavingthehomeworkgraded.
[Link]
Stanfordwhosaidthathomeworkisadistinctionbetweenthe"haves"and"havenots."Ibelievethis
isthecasebecausethereisaclearlineinmyclasseswhodoestheirhomeworkeverynight,who
[Link]
homeworkssake.Ibelieveingivingout23nightsaweekofhomeworkthatenhanceswhatweare
[Link]
[Link]
management.
Intermsofwrappingup,Iwanttoalsohaveanessentialquestionthatthelessonisrevolvingaround.
Ibelievethestudentswillunderstandwherewearegoinganditleadstoaneffectivewrapupatthe
[Link]
[Link]
[Link]"threepointsthey
learnedtoday"[Link]
[Link]
[Link]
materialaswellasusinghigherorderthinkingskillstoanalyze,interpretorevaluatethematerial.I
[Link]
outassignmentswherethestudentscanchooseamediumtodemonstratetheirknowledgeofagiven
[Link],thestudentshaveanother
waytoexpresstheirlearninganditwillallowstudentsthatarentahighlevelofreadingorwritinga
chancetouseothermethodsofcreativity.
[Link]
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SampleClassroomManagementPlan
Ifstudentsarehavingsometroublegettinghomeworkinornotdoingwellontests,Iwillhavea
[Link]
willsign,ifnecessary(seeAttachment3).Idonotwantmystudentsfallingbehindbecausetheyare
[Link]
studentstofeelimportantinmyclassandanotherwayIcanaccomplishthisishelpingthemwiththeir
[Link]
andhelpingthosewhomayneedsomeextraattentiontoaccomplishtheirgoalsintheclassroom."If
studentsbelievetheirpoorperformancetoalackofimportantskillsortopoorstudyhabits,theyare
morelikelytopersistinthefuture."(Anderman,Midgley,1998)Iwanttostudentstounderstandthat
[Link]
needitmostbyworkingwiththemoneononeifnecessary.
Iwouldgradeonclassparticipationincludingattendance,homework,groupworkandtestsand
[Link]
notebookssotheycanbegradedontheirimprovementandcompetencywiththematerialsoitisnot
[Link](see
Attachment4).Iwouldprobablyputhomeworkatonly10%ofthegradetests/presentationsat25%
andgroupworkat25%[Link]
[Link]
successfulontests,presentationsorgroupworkassignmentstobepenalizedtoomuchiftheyarenot
[Link].I
wantstudentstolearn,[Link]
[Link],welltheirgrade
ontheassignmentwillautomaticallygodown.
EncouragingAllStudents
BillRogers,[Link],hasmanyeffectivetechniquesandapproachesto
classroommanagement,[Link],I
believe,[Link]
beingastrict,disciplinarian,authoritarianteacher,butgivesstrategiestohelpteachersworkwith
[Link]
[Link],hedistinguishesrightsfromresponsibilitiesandsays
[Link],hetalksabouthowtheyhavethe
righttofeelsafe,[Link]
thebeginningoftheschoolyeartostatetheserightsandexplainwhatthestudentsneedtodotohave
[Link],studentsneedtofeelsafephysicallyand
emotionallytheyneedtotreateachotherwithrespect,whichmeansnotallowingnamecallingor
[Link],asmyCTsonly"rule"atthe
beginningoftheyearwasto"respecteachother,theclassroomandtheteacherinordertocreatean
environmentinwhichtolearn."AllnegativelanguageintheclassroomisimmediatelystoppedandI
[Link]
preventsdisciplineproblemsaskidsmightactoutiftheyarefeelingattackedorunsafeinthe
classroom.
Alsointheestablishmentphaseistheideathatyouhavetobeconsistentwithyourrulesthatyou
[Link]
[Link]
strategybecauseonceastudentisnotheldaccountable,[Link]
talksaboutreclaimingteachablemomentsandhowitishardifyoudontcatchaproblemrightfrom
[Link],butIdonotthinkyouhavetouse
[Link]
controlaftertwomonthsorevenfivemonths,aproper,forcefulteachablemomentcouldteachthe
[Link]
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samethingevenbeinglaterintheclass.
[Link]
[Link],the
[Link]"wait"forthemtobequiet,[Link]
[Link]
directionsareheardandimportantpointsinclassareheard.
WhileRogerstalksaboutPositiveCorrection,heemphasizesreactingfromthe"head"versusthegut.
[Link]
aswithsecondarybehavior,Rogerssuggestssteppingbackandaddressingjusttheprimarybehavior.
Hesuggestsnotgivingintothesecondarybehavior,[Link]
[Link],this
[Link]
[Link]
[Link],theteachermay
[Link]
[Link],
awayfromtherestoftheclass,[Link]
[Link].
[Link]
giving"takeuptime"[Link]
[Link]
[Link]"make"himdo
something,thestudentswillnaturallywantto"betough"infrontofclassmatesandwillprobably
[Link],thestudentstopsbeingthecenteroftheclass
attentionandhastheopportunitytomakeachoiceabouthis/herbehavior(hopefullyapositiveone).I
havefoundthiseffectivewhenastudentistalkingoutofline,Ihaveaskedthemtostop,said"thank
you"[Link],butletthestudentmakeachoicewithoutlosing
face.
Finally,Rogersaddressesconsequencesbyhelpingastudentfindaconnectionbetweenbehaviorand
[Link]
[Link],thestudentlearns
[Link]
punishmentandinturnnotfocusonwhathe/[Link]
fairandreasonable,Ibelievestudentswillbeabletoattributethepunishmenttotheirwrongdoing.
OnethingRogerdoesnotaddressinhistheoriesisapointthatKounintalksaboutinpreventing
disciplineproblems,[Link]
[Link]
ifthestudentsarebusywithworkthatisrelevanttothemandischallenging,therewillbeless
[Link],andtherewasonlyavideotowatch,thestudents
[Link]
[Link]
suggestionsaboutteachingourcontentareaarenotdiscussedinRogerstheoriesandIbelieveare
definitelyamajorimportanceinkeepingaroomfreeofdisciplineproblems.
OneothermainpointofthedifferenttheoriesthatwehavereadbyDreikursandAlbertspointoutthat
studentswhoarenothavingtheirneedsmetwill"actout"inordertogettheirneedsmetforeither
attention,power,[Link]
[Link]
teachersunderstandsomeofthereasonswhychildrenmaybemisbehavinginclass.
[Link]
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SampleClassroomManagementPlan
[Link]
facultymeetingsatourschoolabouttheattendancepolicy,Iunderstandthatifthewholeschooldoes
notbuyintoit,[Link]
[Link]
[Link]
aboutthesystem,itcreatesabreakdownandthestudentsdonotgetaconsistentsignalabouttardies
[Link]
[Link],butasaschoolasa
whole.
PositiveReinforcement
Insteadoffocusingsolelyonthemisbehaviorintheclassroom,Iwanttofocusonthegoodbehavior
[Link]
[Link]
[Link]
[Link]
parentsknowathomeisanotherwaytoinvolveparentsintheclassroomaswellasreinforcegood
[Link]
[Link]
[Link]
phonecallshomeanditalsosetsupadialoguebetweenparentsandteachers.
Idonotbelieve,however,inusingrewardslikestickersorstars,[Link],
"Whenrewardsstop,peopleusuallyreturntothewaytheyactedbefore."Iwantmystudentstobe
intrinsicallymotivatedandgivingoutrewardsinhibitsintrinsicmotivation."Studentswhoare
encouragetothinkaboutgrades,stickers,orother"goodies"becomelessinclinedtoexploreideas,
thinkcreatively,andtakechances."(Kohn,1994)Iwantmystudentstoknowitisokaytomake
[Link]
feedbackonanassignmentratherthanastaranda"goodjob."Idontwantthemtobecome
[Link](1982)argues,
"Encouragement,referstoapositiveacknowledgmentresponsetofocusesonstudenteffortsof
specificattributesorworkcompletedUnlikepraise,encouragementdoesnotplacejudgmenton
[Link]
onimprovementandeffortnotjustafinalproduct.
Conclusion
AsIstatedearlier,IbelieveClassroomManagementisthekeytoanenvironmentwherelearningcan
[Link]
[Link]
notthebehaviorproblemsbutcreatingagoodrapportwiththestudents,encouragingthemtosucceed
[Link],Ibelieveyoucan
createthisenvironmentanditwilllimitthebehaviorproblemsinyourclassroomfromthestart.
[DevelopedbyInstructor:ColinHaysman,StanfordUniversity]
ReturntoClassroomManagementPlaninstructions
Returntocoursesyllabus,BeingaNewTeacher
ReturntoAllanFeldman'shomepage
[Link]
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SampleClassroomManagementPlan
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