UNIVERSITY OF THE SOUTHERN CARIBBEAN

MARACAS ROYAL ROAD, MARACAS, ST. JOSEPH.

Classroom Management Plan

An Assignment
Presented in Partial Fulfillment
of the Requirements for the Course
EDTE 361 CLASSROOM MANAGEMENT

INSTRUCTOR: Lancashia Joseph

By

Ashley Gaffoor

10 November 2020

Approval………………..
1. Rationale

An unsystematic classroom without expectations and guidelines makes it almost

impossible for an instructor to do their job. When students don't know what to do, they may

get off task or create a havoc. If a teacher is actively redirecting students or addressing

disciplinary issues, it reduces valuable teaching time, which is why classroom management is

so essential. “Classroom management is the term we will use to highlight all of those positive

behaviours and decisions teachers make to facilitate the learning process of their students.”

(Tan, Parsons, Hinson, & Sardo-Brown, 2003). It relates to all of the tasks required to build

and sustain an organized learning atmosphere, such as content planning and preparing,

organizing, classroom decoration and, of course, the development and implementation of

routines and regulations.

Classroom management generally refers to the broad variety of strategies and methods

that teachers follow to ensure that their classes operate smoothly, without disruptive and

inappropriate actions from the students. Classroom management techniques aim to create an

orderly classroom atmosphere that is conducive to teaching. Kids are mindful of requirements

and rules in various forms of learning scenarios. Classroom management is an essential

aspect of any learning environment. This is because productive learning happens while

students are in a secure environment (Landrum & Kauffman, 2006).

The integration of good classroom environments, appropriate prevention strategies for

behavioural issues and the introduction of interesting and stimulating curricula, as well as the

active involvement of all students in learning events, ensures that the learning needs of

students are addressed. In my classroom management strategy, the key focus will be to have

the right atmosphere for all learners. After researching, I believe that if students are in a

healthy environment, learning will take place. This does not essentially mean punishing
behavioural issues but rather a mix of setting the mood in the classroom, eliminating

behavioural problems with interesting and interactive curricula, and actively including all

students in the classroom to meet their needs. Building and sustaining a comfortable, healthy

and positive learning atmosphere, developing and promoting a secure classroom culture to

help students keep their work focused on reducing learning distractions and coordinating and

encouraging the flow of learning experiences is my main priority in this classroom

management plan.
2. My Philosophical Statement

According to Porter (2007), the school and classroom ‘climate’ has a broad influence on

students’ well-being, as well as their social skills. I feel that it is important to provide equal

opportunity for every child to succeed, even those who may have a behavioural, physical or

emotional disability. Therefore, I feel it is beneficial to provide a positive and supportive

learning environment that is inclusive of all students. Arthur-Kelly, Lyons, Butterfield &

Gordon (2007), also highlight that through the provision of a positive learning environment,

students are more likely to engage in learning activities, and appropriate student behaviour is

more effectively maintained. In both curriculum learning and decision making within the

classroom, I would like include my students allowing them to take part in it. I will guide the

students and allow them to take control of their learning experiences, while also encouraging

them to explore themselves.

This theory stems from Vygotsky’s socio-cultural theory of child development. It has

been stated in this theory that social interactions are vital for child development and can lead

to the acquisition of higher mental functions such as abstract thinking and problem solving

(Vialle, Lysaght & Verenikina, 2008). Vygotsky’s leading theory of the Zone of Proximal

Development (ZPD) has been an influential part of forming my philosophical statement.

According to Vygotsky (Vialle et al, 2008) “Good learning is that in which is in advance of

development which promotes development further.” I believe that children gain the most

optimal learning experiences when they are set tasks that are challenging for their ability

level, yet also achievable through guidance and scaffolding from an individual who is more

experienced.

In response to classroom management, I feel that Bill Rogers presents decisive discipline

theory in an effective manner. His theoretical perspective of “positive behaviour leadership’

classroom context. Rogers’ theory is based significantly upon the principle of rights, resects

and relationships, with the aim of discipline directed towards enabling students to be

accountable for their behaviour choice, respecting the rights of others, and to build workable

relationships with their peers (Edwards & Watts, 2008). Through grasping Rogers’ positive

discipline theory, I think that I will be creating my classroom rules and procedures based on

it. When developing a decisive teaching style, “Rogers’s overall theory of classroom

management highlights that the implementation of a decisive, authoritative or democratic

teaching style is most effective. Teachers that take on this teaching style allow for an open,

inclusive and supportive classroom environment that promotes optimal learning and

behaviour outcomes” (Edwards & Watts, 2008).

I am very committed to building a positive and stimulating environment in my classroom

and involving my students through the program and getting to know them and interacting

with them one-on-one. I find like it is a very important part of my classroom to meet the

needs of my students. I want them to feel acquainted with the other students, as well as with

me, so that meaningful discussions and interactions can take place. In my classroom,

discussion and teamwork will take place very often. I want to encourage all students to

engage in conversations and participate in activities in class so that they can learn from each

other, as well as me. I want to be as reasonable and considerate as I can be so I can be trusted

by the students. When asking questions, I want students to feel relaxed and comfortable. I

don't want to spoon-feed pupils with knowledge, I want them to be part of their learning

experience. By using a stimulating and interactive curriculum, I hope to inspire students to

study and be able to gain their attention. I want to include the students in the classroom rules

and regulations. I believe that when students feel they are interested in the classroom's work,

they are more driven to take part and learn in exchange. I think all kids are exceptional and
have something extraordinary to add to their own education. I want to encourage my students

to come out and accept themselves and embrace other people's differences.

Instructors can handle their classrooms through several different methods. After doing

research, I think that the authoritative style is the perfect way for me to handle a classroom.

There are two sections of authoritative. The first part is the teacher nurturing the pupils by

fostering individuality and open mindedness. The second part is to keep the teacher in charge

of the classroom. This suggests that the instructor advises the students every day instead of

deciding what they are doing with every part of the day. “Authoritative classroom

management is a mix between permissive and authoritarian management styles. Permissive

teachers are full of love but demand no control. The students run the classroom and love their

teachers. Authoritarian teachers have little or no love in their classroom and only demand

control through fear. Authoritative has a balance of love and control in the classroom”

(Stratford 2016).

Authoritative style has very reasonable goals for students. In all they do, the instructor

does not ask the students to be flawless because it is impractical. Teachers are not faultless so

when applying authoritative style, they know that the students will make mistakes. When

discussing instructions, the teacher highlights why the students do what they do and how to

do it. The teacher also advocates independence. Again, the child is supposed to take care of

their actions by acquiring the knowledge of the teacher’s standards (Bear 2016). When

applying the authoritative style in the classroom, the instructor generally encourages

discussions, disagreements and sometimes even an interruption to the lesson but only if they

raise their hand to ask for permission. For example, when doing a science project or

mathematics question, the teacher guides the pupils and does not lead them. Basically, the

authoritative model has several sub-points in the real style of management. The teacher will

have short-term and long-term priorities for the actions of her pupils and academics. Students
are taught, with the help of the teacher, how to make their own choices and how to track their

actions and academics. This classroom management plan is based Bill Rogers’ decisive

discipline theory and authoritative teaching style.

Every teacher has their own personal preference on the physical seating arrangement

they choose to implement within their classroom. It has been noted that U-shape seating

arrangements accommodate teacher centred arrangement, whilst also allowing for student-

student interaction where appropriate (Arthur-Kelly et al, 2007). I think this structure will

allow me to engage with, track and, while still maintaining the focus. Students will be seated

in that U- shape seating to create an environment rich in discussions. By grouping students in

fours in the ‘U’ shaped format, I feel that this leads to a more intimate atmosphere as well as

a room where I can quickly get to any student. I think that I will prefer going around the room

while teaching, rather than sitting in a stagnant position in the front. If the tables are set as

they are, I will wander around, engage more students, and ideally create an atmosphere where

students can speak and exchange ideas easily and safely. I'd see all the students seated in the

group and all the desks in front of me. This will lead to discussion which will not cause
someone to be physically left out of the group. I think it is very important to engage students

in discussion to try to draw out and challenge ideas and let the class learn from each other.

No one is sitting behind the circle or on the sides of the room; the class will be able to see the

eye contact and facial expressions of everyone as they share ideas. Students will be placed in

seating positions at the discretion of the teacher. Students who are continually disruptive and

unfocused will not be seated next to each other.

The seating arrangements will be changed at least once a month to help maintain

positive relationships within the classroom and also maintain behaviour problems that may be

occurring. Students work will be displayed on the display board for students’ work. There

will be a quiet reading corner that will be available for students to finish their work early.

This corner will also be used for guided reading and writing activities in small groups. The

rights, responsibilities and rules poster and hand signal chart will be placed in front of the

room for consistent referral. There is a timeout desk situated in front of the teacher’s desk so

students who are placed there will be under constant supervision by the teacher. The walls

will be covered in colourful posters that consist of maps, art, famous people, various culture.

I will also have a poster or calendar that displays the outline for each month stuck up on the

inside of the classroom door.

I 'm going to have book shelf in the corner where students can read for leisure or

study and use materials in addition to textbooks. I would like to have resources available for

the students such as dictionaries, atlases, and books pertaining to the unit. These resources

could be additional materials that students can look through out of curiosity or of obtaining

extra information on a subject. There will be a few computers for research purposes and

educational games only and students will be able to use the computers only when under the

supervision of a teacher. The teacher’s desk will be in the corner of the room but used mostly

for administrative tasks. I will have a computer on the desk in the corner, which will keep
grades and will have lesson plans, attendance sheets and miscellaneous paperwork organized

there. I will also have a seat in the “U" shaped structure to conduct lessons as well as moving

around the room.

When planning my classroom rules, I emphasize on suggesting that less is better. For my

classroom, I will build a few simple and inclusive rules. It would be tough for students to

remember to obey so many rules, so try and I'll try to limit it at five or six. That means that

the rules need to be broad enough to include all the activities I want to prevent, while being

straightforward enough for learners to understand what behaviour is required. Rogers says

that the rules must be debated and established on a whole class basis in the establishment

process of the academic year in order for the application of regulations to be successful

within every classroom. He further states that good rules are on the discipline 's prevention

side and should be positively, inclusively and fairly (Rogers, 1990). Good rules should focus

on the core rights of learning, safety and respect (Edwards & Watts, 2008).

Something I want to do in my classroom is to write the rules with my students on the first

day. We will come up with them together, and then let everyone signs their name so we all

agree. When we all come to an agreement with the rules, I will discuss the rules with the

principal and if I am allowed to implement them in the classroom, I will email it to the

parents the very same day, so if there is any issues or questions, they can email, call and

create an appointment to have a face to face meeting. I will also upload a poster with the rules

on the second day of classes. Also, I will print the rules, give each child as a hand out and let

the students carry it home to the parents, just in case they don’t get the email. I understand

that communication with the parents are very important so I am hoping that I will be able to

discuss the classroom rules with parents, beforehand, at a meeting. I will explain to them that

the students will contribute to the rules on the first day and then I’ll allow parents to ask

clarifying questions or contribute their thoughts as well. Note that I will be creating the rules

and expectations before the first day of class and will just be adjusting them based on the

students’ ideas.
I will be compliant with the rules during the school year, ensuring that I will continually

reinforce the rules of the classroom with all pupils, even in seemingly trivial infractions. That

way, no student will complain that I pick on them because they will automatically face the

consequences when I realize that a student is violating the rules. Bill Rogers has many

effective strategies and approaches to classroom management, ranging from prevention and

positive correction to consequences. Mr. Rogers, I assume, is taking a very rational and

compassionate approach to dealing with students. He does not support being a stern,

disciplinary, oppressive teacher, but provides techniques to assist teachers to control their

own actions by engaging with students.

The first part of Rogers’ plan gives techniques used to prevent discipline problem. It

separates rights from obligations and states that they ought to be balanced. When he

addresses the rights of students, he speaks about how they have the right to feel safe, to be

treated with integrity and fairness, and to have the right to learn. I think it is important to state

these rights at the beginning of the school year and to clarify what the students ought to do in

order to have these rights. In order to create a learning environment, students need to feel

physically and emotionally safe; they need to treat each other with dignity, which ensures that

they do not tolerate name-calling or put- downs in class. If all undesirable and derogatory

language in the classroom automatically stops, I believe that students will feel safe to express

themselves. This will avoid disciplinary issues, seeing that children can act out if they feel

attacked or uncomfortable in the classroom.

Rules I plan to implement in my classroom are:

 We put up our hands to speak; we don’t call out.

 We co-operate and support each other in our learning.

 We always walk in the classroom and around the school: We don’t run.
 We use positive language and actions with other people: Bullying is not accepted at

school.

When discussing rights and responsibilities with students, the conversation will be directly

focused on responsibilities, as it will be explained that discipline will be directed toward

students taking responsibility for their behaviour. According to Mr Rogers;

It is our right to:

 Feel safe and happy in our school and classroom.

 Learn in a supportive classroom and to use co-operative learning skills.

 Be treated with respect and fairness from others.

 Participate in our class as a respectful class member

It is our responsibility to:

 Be a kind, caring and courteous member of our classroom.

 Learn and to allow others to learn; by not being distractive or disruptive in our

classroom

 Respect and value others in our classroom.

 Allow everyone to have a fair go.

The rights, responsibilities and rules will be posted on the noticeboard at the front of the

classroom to allow for visual reinforcement when required.

Routines maintain the smooth operation of the school and classroom on a regular

basis (Sleishman, 2005). In my classroom management, I hope to incorporate some routines

that will make my classroom management and schedules more organized and successful. The

rituals that I have selected will illustrate why they are necessary within the classroom and

regularly modelled, promoted and introduced on a daily basis to ensure the development of a

workable learning atmosphere. One routine I plan to follow is having leadership roles at the
beginning of each week, throughout the school term. At the beginning of each week, a

student will be selected randomly to be the leader of the class. Being a class leader helps

students to play a leading role in the classroom, while simultaneously educating and

supplying them with the skills to be a responsible and involved participant in the classroom.

They will coordinate the distribution of books and sheets in school for class activities and sit

at the front of the classroom on a small chair next to the instructor while there is a full class

conversation on the whole class mat. They will also be the 'line' leader for the week, meaning

that they get to stand at the front of the line while waiting to enter the classroom, or if the

class moves from the classroom to another area in the school, during class time.

For the morning routine, the students will enter the classroom, with the teacher’s

permission, quietly after lining up. The teacher will mark attendance, then allow the students

to turn in homework in designated homework spot on teacher’s desk. After, the teacher will

give the students permission to put their jacket/backpack/lunchbox and anything else in

cubby. The children have to make sure they have sharpened pencils and any other materials

needed for the day and in the end the teacher will read the schedule for the day. At the end of

the school day, the students will make sure they have all materials/ books needed for

homework, pack all belongings in backpack, pick up trash around your desk, stack chair on

desk and then line up quietly for dismissal. A routine I will be using to get the students’

attention will be by changing the level and tone of my voice or use a whistle or bell. By doing

this, it will signal to the students that it’s time to pay attention. Then I’ll pause before giving

the direction. After I will state what I want them to do, not what I want them to stop doing. I

will be speaking in a firm but friendly way. Another strategy that can be used is creating a

call and response game. This is a fun way to get my students’ attention. I’ll say a phrase,

students will respond with the corresponding phrase or action, and I’ll repeat the process until
you have everyone’s attention. For example, “If you can hear me, clap once; if you can hear

me, clap twice”; and so on, because the clapping helps get students’ attention.

Procedures vary from rules and guidelines and are just as integral to a well-managed

classroom. The procedures that will have in the classroom are hand signals, call cards used

for lining up and greeting handshakes. The hand signals will be used to signal different

situations or problems. I will have a poster with the hand signals in front of the classroom

next to the white board. The poster will consist of hand signs for numbers and letters. Next to

each number or letter, there will be a picture of the hand signal for it. Each number or letter

will mean something different. An example will be shown below.

Another procedure I will be partaking in is using call cards for lining up. When lining up I

will call students one at time. I will already be using a random call card to call on students

during my lessons, so I will also use the cards to call each student to get up from their seat

and line up. A demonstration is shown below.

I. When I call your name, you will silently stand up.

II. Without talking, push your chair in gently, trying your best not to have it make noise

on the floor.

III. Walk slowly and silently to the door.

V. Wait silently and patiently for the rest of the class to line up.

After I explain this procedure, I will model it for the students while explaining it a second

time. I will sit down at one of the student desks and go through the movements. Next, I will

check for understanding by asking if anyone can explain the procedure. I will call on a

student and have them re-explain the procedure to the class. I will then make any corrections

needed. I will call on the rest of the students one by one to practice this procedure,

acknowledging students who are following it correctly. If a student misses any of the steps, I

will have them go back to the previous step and gently remind them of the procedure. I will

continue practicing until the whole class can complete the procedure together. The last

procedure will be the greeting handshakes. Every morning I will greet every student at the

door while they are lined up. I saw a video being shared around on Facebook, where the

teacher has a poster up with different greeting signals like a handshake, a high five or a hug.

The student will point at which one they want and then they will proceed to do the action. I

loved the idea seeing that students will behave better when they feel cared about.
5. Motivation strategies

Teachers usually hold very stable long-term beliefs about the nature of student motivation

and the particular motivational strategies that are effective in motivating their students

(Pajares 1992; Turner 2010; Turner et al. 2009).

Section 1

I aim to promote good behaviour by being a good role model, listening consistently,

and being clear and specific on my expectations. Students look up to their teachers and

follow their example and pay attention to what they do and what they say. Therefore, they

will see how I'm adapting to tough circumstances and what I try to do to turn around a bad

day. Actions speak louder than words, so I need to make sure that I behave professionally and

manage hard stuff well when I’m faced will difficult situations. I plan to listen actively

because students are often written off or overlooked by adults because of their age, and that

may really take a toll on them. Children sometimes feel undervalued, unimportant, and

incapable of certain things because of the way they have been handled by adults.

A teacher can be the only constructive factor in a student's life, and each of the

students wants their teacher to listen carefully while they speak. Maybe they're posing a

question about a topic being taught or maybe they're updating the teacher about what they've

been doing throughout the weekend. As a teacher I will want to show them that they are

respected and valuable and that what they have to say matters by paying attention to them as

they talk and listening attentively to what they say. Students frequently behave in class

because they want to pretend like they're in charge of every aspect of their lives. They may

feel like they're not being noticed at home or by their peers, so they're behaving

inappropriately for attention. Giving a child one- on- one action may do some good and

prevent future behavioural issues. Structure is the secret to preserving the harmony of the
classroom. I plan to set my goals at the beginning of the year and stick with them. If I start to

get more comfortable about the students breaking or bending the rules, they'll continue

breaking them. Having structure and clear expectations, throughout the entire school year,

will make sure the students know that anything other than respectful behaviour is not

appropriate in the classroom. Instead of focusing solely on the misbehaviour in the

classroom, I want to focus on the good behaviour and attitudes. I will email or call the

students’, giving them positive feedback about their child, every month. I think that letting

parents know at home is another way to involve parents in the classroom as well as reinforce

good behaviour and learning by the students. I will make sure that those positive phone calls

will be made for all students no matter how big or how small the accomplishment.

Acknowledging positive behaviors is a strategy that teachers can use to increase positive

behaviors in the classroom and decrease negative behaviors. Children constantly seek

attention from the adults from the adults who care for them. A teacher’s reaction to a child’s

behavior will determine future behavior. The children in my classroom will develop best

when I build nurturing and responsive relationships with them and recognizing positive

behavior is an easy way to bolster those relationships. Children’s behaviors and the feel of the

classroom environment will change when given positive responses to behaviors that are liked.

There are many ways to give positive responses and express your approval, for example: tell

the child you are proud of them, give them a high five or a thumb up.

Section 2

I will manage bad behaviour by using responsive strategies such as:

 Non- Verbal Messages- this strategy can be used when ‘minor’ bad behaviour is

occurring, such as students talking at their desks or calling out in classroom

discussions, rather than raising their hand and waiting. To implement this strategy, I
will make eye contact with the student and point to the rules, use hand signals such as

stop or take a tactical pause.

 Rule reminders- when inappropriate behaviour has been occurring continually and a

reminder is needed for a particular student. For example, a student is continually

calling out in class. I will use a question to reinstate the rule in response to

inappropriate behaviour. For example: “Remember our rule for wanting to speak in

class...”.

 Use ‘I’ Statement- when behaviour affects the rights of other individuals within the

class, responding to rudeness or inappropriate comments would be like this; “Jerry, I

feel distracted when you are continually talking to Sarah at your desk. You know the

rule about supporting each other in our learning.” I will then relate the statement

directly to the rules, rights and responsibilities. (Edwards & Watts, 2008).

Section 3

When students break the rules, strategies I will implement to handle the issue are:

•Giving the students a choice

When I have implemented a range of management strategies including non-verbal

messages, rule reminders and ‘I’ statements, and the inappropriate behaviour of the child is

still occurring, I will then give the student a choice. The student can be refusing to undertake

classroom set activities, playing with an object that they should not be playing with or

refusing to listen to the teacher’s instructions. The student will then be given a choice in

response to the consequence and outcome of the behaviour they are displaying. For example:

“You can either do the work I have set now, or you can come in and finish at lunch time?”

This allows the child to take responsibility for the behaviour consequence, through choosing

and making judgement about what is the most favourable action for them to take.
 Time Out

When an individual’s disruptive and inappropriate behaviour significantly affects the

rights of other students, the individual ‘temporarily’ loses the right to participate within the

classroom. When a student is significantly disrupting the learning of others, they will be

asked to spend a short amount of time in time-out (3-5 minutes). In this time, they are asked

to reflect upon their behaviour, and the cause and effect of the consequence. When the

student has ‘calmed down’ and is ready to obey the rules of the classroom, they are invited

re-join the group. In severe behavioural disruption cases (such as violent or aggressive

behaviour) the student may be asked to spend 5 – 10 minutes with another teacher within the

school to reflect on their behaviour.

 Exit procedures

When the student’s behaviour is beyond the physical control of me, this will be my last

resort strategy and would only be used when considered necessary. The student will be sent

to another teacher’s room or the principal’s office. From here, the whole school approach to

behaviour management and discipline will be implemented. The consequences that will be

given will be followed up accordingly with, me, the classroom teacher, parents and the

student themselves.

Section 4

I believe that Bill Roger’s theory will work due to the fact that it focuses on three

steps, when it comes to disciplinary methods. The three steps of decisive discipline are

preventative, corrective and supportive. The most basic component to preventative discipline

is a concise outline about classroom expectations for students as well as for teachers; students

need to know what is expected of them for the remainder of the class. Such guidelines might

include rules regarding talking, homework or language use in the classroom. A preventative
discipline strategy also establishes the types of consequences that will follow a forbidden act

or behaviour. Preventative discipline strategies create a safe, nonconfrontational classroom

atmosphere in which students feel that they understand what is to come.

Even the best laid preventative discipline strategies may fail periodically throughout

the school year. When a teacher offers a verbal warning or a suggestion for correcting

behaviour while a student is disobeying an established classroom rule, the teacher is using

supportive discipline. Supportive discipline is distinct from punishment in that it provides a

student with suggestions and options for correcting a behaviour before a consequence is

necessary. For example, if a student is wandering around the class after a teacher has

announced it is time to sit down, the teacher may say, "I made the announcement that it is

time to sit down. Find your seat so we can get started or I will need to hold you after class."

The student has been given the option to accept or avoid further punishment; the behaviour

has been redirected through a teacher's supportive discipline strategy. This strategy allows the

student to determine their consequence When a student has failed to redirect her behaviour

after repeated attempts at supportive discipline, a teacher may opt for a corrective discipline

strategy. Corrective discipline refers to the set of consequences delivered to students

following an infraction. There is a wide degree of variation among corrective discipline

strategies, some more effective than others. For example, engaging in a verbal altercation

with a student, talking in firm but calm and soft voice is a corrective discipline technique.

I strongly believe that these strategies based on Rogers’ theory will work because it

talks about discipline being primarily concerned with enabling students to be aware of their

behaviour and responsibilities to others. It is about getting students to own their behaviour.

When most children come to school they expect adults, their teachers to lead them but

decisive discipline is about modelling for, guiding and leading students in practicing positive

behaviour in a safe environment that promotes and rewards success for all learners. Positive
correction is a non-confrontational approach to decisive discipline. It values positive teacher-

student working relationships, respect for the rights of individuals and encourages students to

own their own behaviour and its consequences. Positive correction focuses on giving students

quick positive reminders about what to do instead of simply scolding them for what they are

doing. To me, this is the human side of correcting a pupil. I believe it coincides with a theory

of Linda Albert’s which says that students misbehave when their needs are not met. Teachers

can only influence behavior; they cannot regulate it and by escalating the conflict with

secondary action, the instructor can assume power over the pupil. By not using secondary

actions, the instructor is not being dragged in, away from the rest of the students, only to

assert power and make her case, which is what children who has behavioral issues want.

Rogers also addresses consequences by helping a student find a connection between behavior

and outcome. The consequences need to be related and reasonable. I agree with this last

point. It also gives students a chance to choose their own behavior. When consequences are

given, the student learns because it is related and reasonable. The student cannot get mad at

the teacher for an unreasonable punishment and in turn not focus on what he/she did to

deserve the punishment. If the consequence is fair and reasonable, I believe students will be

able to attribute the punishment to their wrongdoing.

One of the first things I will be addressing early on the first day are the rules, routines,

rights and responsibilities of the classroom. Research suggests that when rules and

procedures are established and discussed during the first days of school and reinforced again

during the first three weeks, the class runs more smoothly and behavior problems are

minimized. I will discuss with students about how they should respond in class either by

raising hands, using a signal or sign. I will explain to them the seating arrangements, how the

students will enter and exit the classroom and how students are expected to interact with each

other, what will happen when a rule is violated and what are the consequences that will be

given when rules are broken. All these points will be discussed in the beginning of the very

first day.

Equally important is my need to share with students a daily schedule of activities each

day. I will post, in the morning of every class, a schedule that points out the activities needed

to be done in the front of the classroom and use it to let students know the daily plan of action

or a sequence of procedures for an instructional period. This schedule offers students an

expectation for each day in the classroom. There's comfort in knowing how a lesson or day

will be conducted. Students, just like adults, are creatures of habit, and enjoy having the

security of a planned sequence of expectations. I will review the rules and expectations with

the students at relevant intervals throughout the school year. For example, after the Carnival

or Easter holiday, after summer vacation and the first Monday of every month to remind

everyone of expected behavior and to troubleshoot problems.

I will introduce each rule, routine and procedure by explaining it to the students,

demonstrating it to them and then letting the students demonstrate what I explained to them,

step by step, so I will know that they understand what I want and expect from them. By the
end of the week, I will know each student by their names and will have already met all of my

students’ parents/ guardians. Also, at the end of week one, all students should know all the

rules and routines but just for daily reminders, posters of the rules, hand signals, and rights

and responsibilities will be posted in front of the class. Every month children will change

seats, I will place them accordingly. I will seat them next to different students each time so

they will get accustomed with each other. When each student has been seated next to all

students in the class, I will then begin to place them in seats depending on their behavior and

their focus. For example, I will place a talkative and unfocused student next to a student who

can ignore these behavioral traits and focus on their work.

One approach to introduce some of my expectations to the class, is to have students

write a class pledge or a class promise to share expectations for how they treat each other.

This strategy helps to create responsibility for the classroom, respect for self and others, and

an understanding of the culture of the learner. It is a way to reinforce student responsibility in

the classroom. A class pledge or promise further increases how students are expected to treat

each other and further enhances understanding of the class expectations. An example might

include:

“Every day, in every way, I will do everything I can to learn the skills I need to be a success

in any job that I choose. I will respect others and myself. I will do my best.”

Another approach will involve my students in developing classroom expectations by having

them write or draw expectations for the classroom. I will allow students to brainstorm ideas

and accept all ideas that are worded positively or negatively, then transfer the ideas or

drawings to chart paper. I will work with students to combine their ideas into three to five

expectations for how they should be treated and how they should treat each other. I will make

sure that the expectations are appropriate to the level of the students.
I will grab my student attention and say "Students, this is our class and I want us to

work together to set our own expectations for our classroom so that we can all get along

together this year". Then I will ask if students have any ideas for expectations that are

necessary for the classroom. A teacher who establishes reasonable expectations, who

provides an understandable rationale, and who enforces the expectations consistently will

find that students are willing to follow them (Evertson & Emmer, 2009). After my class have

expectations in place, I will treat expectations like any other academic subject by developing

a plan for teaching the expectations. This plan could include listing the expectations on the

board and transferring students' ideas from the chart to the expectations on the chart. This

will include discussions and role playing of how expectations look when students follow

them; how expectations sound as students follow them; and how students feel as they

demonstrate them. This process requires more than one class period and may take place over

the first week of school. When students start to ignore the expectations, I will revisit them

and re-teach them. As a preventive process, I will review the rules weekly, monthly, or by

six-week periods.
7. Room for revision

There are so many ways things can go wrong in the classroom. Even if a teacher creates

an effective classroom management plan, due to unforeseen circumstances, they must always

be prepared for the worst, and they must always be prepared to make changes to their plan.

For example, currently we are in a pandemic. For almost an entire year, students have not

been able to attend school in the traditional classrooms. As a result, teachers have been forced

to create new teaching strategies and lesson planning for the virtual learning. Each model

brings its own challenges. Remote teachers will have to build class culture and routines with

students they may never have met in person; teachers in school buildings will need to figure

out how to adapt their instruction, shaped and constrained by the physical environment. In

school buildings, almost every operational concern, from social-distancing-friendly class

schedules to cleaning times, has implications for instruction.

Class cultures built on collaboration or group project work will change. Frequent

communication between students, teachers, and parents is essential to re-engaging students in

school, especially if class is online. Challenging students with cognitively demanding work,

and providing them supports where needed, is more important than ever as schools anticipate

significant learning loss. On the first day of class I will involve the students in the re-creation

of the classroom rules and expectations during the first few days of the virtual school. There

will be a process of collecting and combining all of the students’ ideas until the class revises

and agrees to a list of classroom rules and expectations. However, I will decide on the

classroom rules and expectations before the students arrive and participate in this activity.

My expectations for the virtual classroom are:

 log onto the classroom platform on time

 clear workspace free of distractions like toys and games

 put away all other technology

 dress in day clothes and not pyjamas

 no eating or drinking during instruction

 students have to find a quiet space at home where family members, pets, and other

things cannot distract you

Students must practice skills like:

 muting and unmuting

 how to share ideas online

 how to show they want to speak

 where to type or share responses

 when to log on and off

 how to solve problems when they have certain, easy fixable technology issues.

To shift classroom behaviour management to virtual behaviour management, the students

will practice nonverbals communication to support themselves and the teacher will send

reminders, and help struggling or distracted students to get back on track before even using

the management system. Some examples are square up/stand still, stop and scan, circulation,

hand up for raised hands, finger counting, modelling, nonverbal reminders like tapping the

page where they should be writing a response, thumbs up. Nonverbals are a teacher’s best

proactive approach to behaviour management and can thwart a lot of negative behaviours

before they escalate. I will determine how to adapt these techniques to a virtual classroom

and which ones will not translate well through a computer or tablet screen.
I must also depend more upon positive individual and whole class management in virtual

classrooms because I cannot rely heavily on the nonverbals above for individual students.

Research shows that teachers should first and foremost create a dynamic and exciting

classroom for students. Management is seamless when students are engaged and excited to be

learning. When students are bored or disengaged it’s because the classroom feels robotic or

unenjoyable. When this happens, teachers will have to use more management techniques

(Schwartz, 2020). I will plan for an engaging class opening with songs, show and tell, talking,

sharing, and culture building which will also help students get their wiggles and ideas out to

then focus on the content after the opening. I will plan ways in which students can practice

and do the cognitive work themselves or with partners virtually so they are not just watching

the teacher talk for a long period of time without doing mental work.

It’s recommended that each student has meaningful interaction with at least one educator

every day. In a virtual setting, this could look like a synchronous advisory or morning

meeting. This doesn’t have to rely on internet access, though, teachers could also call

individual students on the phone (Schwartz, 2020). I plan to make sure and keep the

communication open with the students even after class hours. Regardless of that method, the

communication shouldn’t overburden teachers (Schwartz, 2020). I plan posting video lessons

and check-ins for students to access asynchronously is encouraged as well but note that it will

not replace a one-on-one conversation. As school’s plan for this current year, we are sure of

one thing; teachers must be prepared for anything and everything.

Educators will need to be prepared for the different models of instruction that could

happen this year depending on the Coronavirus. Schools could start, next year using in

person, virtual, or both models but will potentially have to quickly shift to an all virtual

model depending upon the numbers of Covid- 19 cases in the country. With extra planning,

teachers can shift their existing classroom management systems to be virtual systems. We
must remember to plan ahead of time before students log on for the first time even if the

“creation” is done by the class together. The best virtual classroom management systems will

be consistent, structured, and clearly taught, practiced, monitored, and rewarded.

As I stated earlier, I believe Classroom Management is the key to an environment where

learning can take place and students can feel safe participating. I hope to create an

environment that is conducive to learning and involves all my students. I believe the most

important part of classroom management is not the behaviour problems but creating a good

relationship with the students, encouraging them to succeed and setting high expectations for

them. As well as using an engaging a curriculum, I believe you can create this environment

and it will limit the behaviour problems in your classroom from the start. I believe that Mr.

Roger’s created the most effective model of discipline and I hope, as a prospective teacher,

that his techniques and strategies will work when I’m in the classroom.
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