Running Head: Classroom Management

Classroom Management Plan

Lauren N. Bruce

University of Richmond

I pledge that I have neither given nor received unauthorized assistance during the completion of this work.

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This classroom management plan was created with a 6th grade language arts class in

mind. The middle school is located in suburban Hanover County and is one of the oldest two

middle schools in the county. The classes are comprised of a slight majority of white children,

the largest minority group represented is African American, and there are few Asian-American

children. Most children come from middle-class families, about 10% receive free or reduced

lunches.

Block scheduling at this middle school requires daily instruction in language arts for all

6th grade students. Because of this, each student receives a 90-minute block classes of language

arts on one day, then 45 minutes the next. This schedule allows for four classes of children

under the teacher’s instruction. One class is taught with a collaborative teacher, to aid with

instructing several students with IEPs, and the other three classes represent mixed abilities-

ranging from slightly below-level students to high-performing/gifted students. The collaborative

class is comprised mostly of male students, and the three “standard” language arts classes

contain more of an equal mix of male and female students.

Because the students are transitioning from elementary school to middle school, I will

remain especially aware of the many changes occurring in students’ lives, both on a physical and

an educational level throughout the year, and will conduct my classroom in a manner which is

conducive to aiding the students as they become adjusted to the middle school setting and

curriculum. I will hold my students to high expectations, but will provide them with the

necessary support and resources to help them achieve this expected level of academic effort and

growth.

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Philosophical Beliefs on Classroom Management at a Secondary Level:

I believe that the most vital component to classroom management at any age is

established mutual respect and trust. This is especially important when teaching at the middle

school level, as children begin to experiment with a greater level of independence at school, and

in many cases, at home. This basic premise of mutual respect as classroom management not

only requires student-to-teacher respect (and vice-versa), but also requires student-to-student

respect and cooperation.

I will begin the school year by clearly communicating my expectations of student

behavior to both the children enrolled in my classes as well as their parents/guardians, and will

consistently hold children to these expectations throughout the course of the school year. I

expect the students in my class to be responsible for completing any homework assignments

themselves, and I also expect them to communicate information regarding the course and their

grades to their parents, but I reserve the right to contact a parent or guardian when necessary to

request support for learning or behavioral issues. I will encourage parents to contact me via

email or scheduled conference (on telephone or in person) when interested in more detailed

information concerning academic or behavioral matters. As my students and their parents will

expect me to provide an engaging classroom, I will ensure that I engage in an adequate amount

of time preparing and planning for the day’s lesson and I will have the each day’s materials

ready before school begins each morning. I will be flexible in teaching style, and will make

adjustments as needed to adjust my plans to meet the needs of my students. I will be available

before and/or after school when needed to provide extra assistance to my learners. It is my

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expectation that I am a partner in each child’s education and development and my attitude, words

and actions will clearly convey this to each student and their parent.

I have created a behavioral contract to review with students on the first day of school as I

communicate my expectations. I will require that all students respect their peers and their

teacher, and I will use authentic praise and reinforcement to positively guide their behavior. I

understand that this may not work for some of my students, so I will be prepared to create

individualized behavior management plans if needed. I anticipate that some of my students with

IEPs may need this type of personalized plan. I prefer to not use a rewards-based management

plan, as I want students to learn the intrinsic value of proper behavior; essentially- doing well for

the sake of feeling good about oneself. For those students requiring a more specific behavioral

management plan, I will conference with the student to determine what motivates them and will

try to incorporate these interests accordingly into a plan that rewards good behavior rather than

bribing the student to behave well.

My classroom will promote an engaging learning community which meets the needs of

my diverse learners and supports their academic growth through various methods of curriculum

implementation including, but not limited to whole-group instruction, collaborative team

learning, and individual practice, reflection and feedback. The following appended documents

are representative of my classroom management plan:

4 Student Behavior Contract

5 Parent Welcome Letter

6 6th Grade Language Arts Syllabus

9 Class Appearance and Seating Arrangement Example w/ Rationale

15 Discipline Management Plan (with Preventative Strategies)

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Insert student behavior contract here

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Insert Parent Letter here

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6th Grade Language Arts SyllabusMs. Lauren N. Bruce

lbruce@hanover.k12.va.us

Course DescriptionThis course emphasizes an integrated approach to the study of language. We will use many resources including, but not limited to: textbook, novels, periodicals, primary sources, and the internet. Students will learn by participating in a variety of class activities including lecture, guided practice, independent study (homework, research reports and learning contracts), and partner- and group-collaborative learning.

Course ObjectivesPlease visit the Virginia Department of Education’s website for Standards of Learning for this course. (http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml)General standards for this course require the student will:

6.1: analyze oral participation in small-group activities.6.2: listen critically and express opinions in oral presentations.6.3: read and learn the meanings of unfamiliar words and phrases.6.4: read and demonstrate comprehension of a variety of fiction, narrative

nonfiction, and poetry.6.5: read and demonstrate comprehension of a variety of informational

selections.6.6: write narratives, descriptions, and explanations.6.7: edit writing for correct grammar, capitalization, punctuation, spelling, and

sentence structure.

Required MaterialsStudents are expected to come to class prepared each day with the following materials:

Textbook Binder (required for all 6th grade core subjects) Pencils, erasable pens and loose-leaf paper

The following materials will be stored in class and will only been sent home when necessary for parent review or assignment completion:

Practice workbook Student 5-subject spiral writer’s notebook Novels

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Grading and Assignment ExpectationsThe grading scale for Hanover County will be followed. A= Excellent 100-93

B= Above Average 92-85C= Average 84-77D= Below Average 76-70E= Failure 69 & below

Grades for 6th grade Language Arts are weighted per the following scale:50% Tests, projects, and finished drafts of writing30% Quizzes* and rough drafts of writing20% Homework, and class work

*Daily participation and writing journal for the term count as one “quiz” grade each.

Late work will lose ten points per day (not block) for each day it is turned after the designated due-date. After three days, the highest possible score for late work will be a “50” (F). Work not turned in at all will receive a score of “0.”

Your student will receive an interim progress report midway through each 9-week grading period, and a report card at the conclusion of the 9-weeks. Grades will be posted on TeacherEase and I encourage all parents to check their child’s progress regularly.

Learning is an ongoing process and I do not believe that a test grade is the end-point to any material covered in my class. After tests, we will review and re-teach material that was not mastered either on an individual basis (as requested by the student) or on a whole-class level when needed. Each student always has the option of correcting missed test items to add an additional grade to the test scores used to calculate final grades. (Please note: This corrected test will not replace the initial grade.)

Absence PolicyPer Hanover County guidelines, students expecting to pass 6th grade language arts may miss no more than ten class blocks. Your student is responsible for making up work missed due to absence or tardiness. For absences excused by the school, one class period is permitted per day missed to make up work or tests. If assistance is required to help your student catch up on missed work, I am more than happy to schedule time to meet with the student at a time that is suitable for both of us. No make-up work will be accepted for unexcused absences.

Teacher Contact & CorrespondenceAs a partner in your child’s education, I will make myself available as necessary to meet with you, and/or your student regarding academic and behavioral matters. I check my email daily- before school starts, during my planning periods (3rd and 6th blocks), and after school. I will respond to all emails within the same school day. If you would like to schedule a phone conference or an in-person meeting, please leave a message for me with the front desk or email. I am more than happy to set aside time that works for both of us.

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Parent Signature: Please Sign & ReturnI have read the information listed in the 6th grade Language Arts syllabus for Ms. Bruce’s class. I understand that the student is ultimately the one responsible for success in this course. If I have any questions or concerns, I will contact Ms. Bruce via the methods described in this syllabus. Parent/guardian preferred contact information is listed below.

Signed (Parent or guardian): _____________________________________________

Parent/Guardian Name(s):________________________________________________

Student Signature:______________________________________________________

Student Name:_________________________________________________________

Parent/Guardian Contact Information:

Preferred Phone Number:____________________________ (__cell __work __home)

Preferred Email Address:_________________________________________________

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Class Appearance and Seating Arrangement Rationale

Classroom Appearance:

I will put careful thought into how I decorate and organize my classroom prior to the

school year beginning, and will alternate different posters/bulletin boards/ displays throughout

the school year to keep the room “fresh” and engaging. One wall of the classroom will be used

for “Wondrous Words,” a middle-school-themed word wall display which highlights very

descriptive or new words that students use in their speech or in their writing. The display will

separate the wall into categories for each letter of the alphabet, and as students use advanced

vocabulary or find new words in their reading that they wish to share, I will post a card

displaying the word on the wall. (Students will be able to refer to this wall throughout the year

to enhance their writing, and will be proud of the recognition received when they suggest new

words to add to the wall.) I will plan bulletin boards to accompany the material we’re learning in

class. Themes for the board might include the writing process, tips for conducting internet

research, covers and brief synopses of recommended books to read, etc. Around the classroom, I

will have school rules posted, as well as relevant quotes about reading, writing, and teenaged life

from authors, presidents, sports stars, celebrities, etc. in general to encourage and support

students. I will carefully select the items that are posted and will rotate them out throughout the

year. I plan for the walls of my classroom to bring the room to life, without being busy or

cluttered with displays.

Aside from the walls being neatly and appropriately “decorated,” the furniture set-up in

my classroom will remain neatly organized. I will expect my students to work with me to keep

the room in order, because I feel that clutter gives off the impression of “chaos,” which is a

feeling that I do not want associated with my classroom. It is policy that sixth grade students

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store their backpacks in their locker, and students will be instructed that class materials should

either be stored in the basket under their desk seat or on top of their desk, so there should be no

clutter or tripping hazards present. The teacher’s desk will remain neatly organized, to set a

positive example for the students and to enhance the general “calm” atmosphere to the

classroom.

Classroom shelves and storage will be organized and clearly labeled so my students and I

can easily access materials needed. On the attached classroom layouts, I used the “shelf” icons

to signify places where I would keep bookshelves. The bookshelf immediately behind my desk

would be short (two or three shelves) and would contain teaching resource books and my copies

of novels, textbooks, etc. On top of this shelf, I would keep a CD player with a collection of

instrumental music to play occasionally during silent reading or writing time. The shelf located

next to this will contain materials for my students. One shelf will hold classroom supplies for the

students, stocked with items such as loose-leaf paper, pens, pencils, a stapler, a hole-punch, and

an electric pencil sharpener. The remainder of the bookshelf would hold novels and nonfiction

books that students could borrow from the class “library,” as well as resources that may be of

help when writing, such as dictionaries and thesauruses. The storage unit indicated next to the

row of computers will store student workbooks (that accompany the textbook), novel sets

currently being used in class, and the students’ five-subject spiral notebooks that will be used for

pre-writing assignments and journaling.

Seating Arrangements:

To help create a productive environment that will be conducive to collaborative learning,

students will be assigned seats for the entire school year. I will change the desk arrangement for

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the second semester. Assigned seats will be changed at the beginning of each nine-weeks

marking period, and will be determined based on student behavior and academic needs while

taking into consideration the existing dynamics of peer interactions. At the beginning of the

school year, students will be assigned seats alphabetically. For the remaining three nine-weeks

making periods, an attempt will be made to separate children who are already friends, in an effort

to promote collaborative learning with peers that one has not yet had experience working with.

Two seating charts have been created using the “Classroom Architect” tool from

http://classroom.4teachers.org, and immediately follow this section. To create the seating chart,

I assumed that there would be 28 desks in the classroom (in middle schools I have visited, class

size has ranged from 16 students to 31, so I opted to assume I’d be on the higher end of the

scale.) I also assumed that I would have a minimum of three computers in the classroom, as the

three sixth grade classrooms I’ve observed in Hanover County have all contained several

computers. The teacher’s desk and shelving/storage for academic materials is located at the back

of the classroom, in close proximity to the teacher’s desk. The desk will be used for planning

purposes during designated planning periods, and for writer’s consultation with students during

class, but it will otherwise remain unoccupied during class. The class will be taught from the

front of the classroom. The two desk arrangements I created can be used for standard class

sessions, but when appropriate for learning, I may alter the look of the classroom on a short-term

basis for literary debates, a circular whole-group book discussion, or in small clusters for group

work. The rationale for the seating set-up follows.

Class Arrangement A:

At the beginning of the school year, the desks will be arranged in three clusters of short

rows. There are no more than four students in any given row, so that I am in close proximity

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should I need to approach a student to gain their attention, correct behavior or provide academic

assistance of any sort. There is an even number of children in each cluster of desks, so that if I

give direction for students to “turn and discuss” a journal entry or other class work assignment

with a peer, they are easily able to do so where they are seated. There is adequate floor space for

me to walk around the classroom as I teach, and for students to move around as needed.

Class Arrangement B:

For the second semester, my classroom will resemble more of a U-shape. The first part

of the school year was spent acclimating students to middle school and assisting them as they

met higher expectations for learning and collaboration. As we’ve entered the second semester, I

expect students to regularly exemplify the high expectations I have for the classroom learning

community. We will participate in more literary discussions, and I believe the U-shape will

allow students to have easier visible access to their peers to allow for more personal interactions

during these discussions. The U-shape is formed with short rows (three desk maximum per row)

so that I am in close proximity to all students. There is space around the outside border of the

“U” as well as a clear aisle down the center to the “U” for the majority of class traffic to travel

through.

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Seating Arrangement A

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Seating Arrangement B

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Discipline Management Plan

Preventative Strategies:

My strongest tool for maintaining a disciplined 6th grade class will be effective

preparation and execution of well-organized, thoughtful and engaging lessons. In preparing for

my different classes, I will plan differentiation methods to employ that will make each day’s

learning appropriate and meaningful for the students. Thorough lesson planning will be my

number one preventative strategy in classroom management.

From the first day of each school year, my class will operate based on a pre-determined

routine. We will follow this routine every day of the year, and the establishment of this routine

in the first few weeks of school will be a factor in classroom discipline. Students will come into

class, be seated, and store their belongings under their desk. At the very beginning of class,

students should check the board to read the day’s agenda, and record homework (if any) in their

school-issued agenda planner. When the bell rings, each block will begin with some form of a

“hook” activity to capture student attention and recall/practice prior knowledge while

introducing the day’s topic. The day’s objectives will be clearly communicated to students and

the day’s lesson will proceed from there. I will be mindful of the time left each class and will be

sure that I’ve ended the lesson’s development sequence with 10-15 minutes left in the block so

that I can review and provide appropriate closure to the day’s learning. Students will learn

quickly that they do not leave their seats until I dismiss them from class.

Hand-in-hand with well-prepared lessons and an established routine will be my demeanor

in the classroom. When I walk through the school door each morning, I will leave my family

affairs at home and will be fully committed to sharing my excitement for the language arts with

my students. I expect my students to choose to demonstrate a positive attitude each day, and I

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will exemplify this attitude as well. I will be respectful of students, will listen thoughtfully to

their input and questions and will respond kindly, but will be firm when needed to gain attention

or reinforce behavioral expectations.

I will also prevent misbehavior by carefully planning seating arrangements/assignments

in the classroom, and switching up seating more often than scheduled if needed to separate

students. For some informal “quick chat” exercises, my students will be permitted to turn and

share with a friend seated in close proximity. For more formal partnering or group activities,

such as literature circles, peer-editing groups, and other projects or learning contracts that require

cooperative work, I will assign student groups based on what I interpret a child’s best academic

interests are. I will be flexible if need be, and will take student input into consideration if and

when a major problem arises between a pair or in a group.

Behavior Management:

I believe that by effectively using positive and authentic reinforcement of desired

behaviors, and by using nonverbal cues such as “the look” (of unapproval), walking/standing in

close proximity to the misbehaving student(s), or by lightly touching the student’s desk or book

to bring attention back to academia when needed that I will be able to effectively control most of

the students in my classroom. When a student’s behavior must be verbally corrected, I will

always address the student respectfully and will make it clear that the behavior is undesirable,

not the student himself. I will not yell at students, as I believe this level of frustration shows a

complete loss of control as well as a lack of professionalism. I will conduct myself in a dignified

demeanor and will never employ methods or use language that might humiliate or embarrass my

students.

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If a student does not correct misbehavior after nonverbal and verbal cues, we will re-visit

the Behavior Contract reviewed on the first day of class, paying special attention to the violated

component. I show the student that I am sincerely interested in helping them be a cooperative

part of the classroom by explaining the significance of the rule and will ask the student if there is

anything we can do together to be sure that the behavior does not occur again. I will warn the

student that should I have to correct them again this week, I will have to assume they are

becoming a habitual offender, and will contact their parent (or guardian). I will use my

discretion, taking into consideration the family as well as the nature of the offense and will either

email or call the parent to report behavioral concerns and/or to set up a meeting.

If it is decided that a student’s behavior warrants a meeting with a parent, I will request to

speak with the parent prior to the meeting alone (either in person or on the telephone), and then

will have a conference including the student in the discussion. By sixth grade, I believe that

most of student misbehavior occurs as a result of a child experimenting with their increasing

independence and trying to find their place in the school and community. Since I’m assuming

their misbehavior may be a result of this independence experimentation, I want to teach them

accountability by including them in the meeting which will discuss their problems and decide

methods to resolve them.

In more serious cases of student misbehavior (incidents that involve extreme and

intolerable student language, violence, destruction of property, etc.), I will contact an

administrator for support. I will reserve administrator intervention for only the most severe

misbehavior exhibited.

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In Conclusion:

I feel that by beginning each school year with clear communication of behavioral

expectations and then reinforcing these expectations firmly, fairly and consistently throughout

the school year, I will be able to effectively guide my sixth graders through a smooth school

year. I will carefully consider all aspects of classroom management and will do my best to

constantly evaluate my lessons and class structure when needed, and will make changes when a

component is failing to meet the needs of my students. I will support students who face

behavioral issues by partnering with them to find strategies and tools to help overcome these

challenges. I hope that my attitude of professionalism and my excitement for the curriculum

paired with my sincere care for the well-being of every student will be evident, and by

establishing myself in this manner, I will gain respect from the students, their parents and my

colleagues.