classroom management plan - cornett.step.hollins.edu
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Classroom Management Plan
Brittany Cornett
Hollins University
Preparation and Communication Letters
Hello students and welcome to World History II!
I am so excited to begin this school year with you all and can’t wait to see you on the first day
and share a little bit about myself and learn a little bit about all of you!
I’m sure many of you are wondering what you can expect from this class and how it will be run.
My goal for this school year is to broaden your minds to how history has shaped our present, and
will shape our future, and on an individual basis. To do this, I will need plenty of participation
and energy from you!
Class work will range from group discussion and lectures, to small group and individual work.
You are expected to use your creativity and diverse thinking in completing your assignments and
share your experiences with your classmates. We need to make history fun!
In our classroom you can expect a positive and caring community where you are expected to be
respectful to your fellow classmates and myself. We will work together to formulate classroom
expectations on our first day together and you will be held accountable to those expectations and
make sure I stay accountable too!
I want you all to feel welcome and accepted in our classroom and feel free to communicate with
me if something is going on that you feel is unfair or you are having difficulties in the class.
I look forward to meeting you all soon!
Sincerely,
Miss Cornett
Hello parents of students in World History II!
I am very excited to begin this new school year with your children and get to know you all better
as well. To share a little about myself: I am a first year teacher at this school as I have just
finished the Graduate Education program at Hollins University. My undergraduate was
completed at Roanoke College in athletic training, and I have been coaching track and field at
Lord Botetourt High School for the last six years. Fun fact: I am an alumni from this high school
too!
Communication with you is of the utmost importance for me to teach your children in the best
way possible. You are highly encouraged to contact me through e-mail or call at the school to
contact me. There will be weekly updates on the classroom Google page that you and your
children can access as well.
When occurrences like family emergencies or personal situations happen outside of school
hours, I would encourage you to call me at home if you need to discuss anything with me
pertaining to how it will affect your child so that I can be aware of any problems your child may
have in completing work or being in class and can adjust my instruction.
I am hopeful that we may talk frequently about how your child is progressing in the classroom
either through phone calls or e-mails. Several times in the year I may also send out a personal
letter, like this one at the beginning and end of the year and before or after long breaks to keep
you informed.
I will never call or e-mail you without a purpose pertaining to your child.
I hope to meet many of you at back to school night!
Sincerely,
Miss Cornett
Philosophy of Classroom Management
To make a strong, effective, and positive plan for managing a classroom, numerous
factors need to be taken into account for both the students and the teacher including special
accommodations, rules and expectations, appropriate communication, and a constant strive for
positivity and respect. Students are more apt to learn in a safe, friendly, and positive
environment, and with a proper management plan for the classroom, this is easy to create.
Classroom management plans also help keep order in the classroom so that more teaching and
learning can take place without the interference of disruptive and distracting behaviors. Creating
and implementing a classroom management plan produces feelings of anxiety, apprehension, and
dread for many beginning teachers, but if done correctly can foster a respectful and adaptable
classroom with minimal disruptions.
I believe that classroom management should be seen more as a functional, organized and
flexible set of expectations rather than a struggle for control over the classroom. While the
teacher should always be in charge of the class, the teacher should also know when a change may
be necessary in the functionality of the classroom to better the learning environment for the
students, and allowing the students to suggest those changes when appropriate. It is pertinent to
understand the different needs of each student and incorporate those accommodations
accordingly and doing so on a daily basis. I want my students to feel welcome and respected in
my classroom and feel that they have a voice. Students who feel safe and valued in the
classroom will strive to work harder and behave in an expected manner. To secure a functional
and effective classroom management plan, I will need to make sure I exemplify the same
expectations I desire from my students as well as promote respect, positivity, and hard work.
Preparation for the First Day
Communication with students and parents will be done through a letter sent to their
homes before school begins welcoming them to the class, introducing myself, and a summary of
what I plan to accomplish during the year. There will also be time to discuss the upcoming
school year at back to school night. After the first day, a follow-up email will be sent out
reiterating excitement and expectations for the coming school year.
For the first few days of class I would like to have a small groups of desks where students
can work together to fill out required paperwork and complete icebreakers to get to know their
classmates better. This will also allow for me to move about the room and talk with all of the
students at once instead of on an individual basis, fostering a sense of community. The seating
in the classroom will further be subject to change based on lesson plans.
The décor in my classroom will be bright and colorful. Some posters make depict
important historical figures or current events while others may be of a more personal interest like
sports, music, and movie posters to make the classroom relevant to the subject matter, but also
have a touch of personal information to be relatable to the students. Rules and expectations will
be posted in two areas of the room for students to reference when necessary along with school
policies and procedures.
Students can expect to receive and discuss a syllabus containing a brief overview of what
is to be covered in the upcoming year. With this syllabus, I will also include a course map that
details what major assignments and readings will be due and when, and rubrics for all major
assignments to be as upfront with students as possible about class work expectations. All of
these materials will also be posted on the class webpage which I will discuss later in the first day
portion of this plan.
As stated before, I plan to have students’ desks in small groups throughout the first week
so that students get to know each other on an individual basis to cultivate a respectful and
positive community within the classroom. In these small groups, students will perform a
different icebreaker activity each day for about five to ten minutes before beginning a classroom
discussion on rules and expectations to reiterate the atmosphere of the classroom and to hold
them accountable. The first icebreaker I plan to use on the first day is called True or False. Each
student will write down three facts, two of which are true and one of which is false. They will
present these to the other students and the other students have to work together to decide which
item is false. I also plan to use Human Bingo for a whole class activity and a game called If.
Students would each supply their own “If Questions” on index cards and the pile would sit face
down on a desk in the center of the room. Each student would pick up a card, read it out loud and
answer the question. This activity would be done with the idea that students would be open to
listening to what their classmates have to say. One game I would save for the last day of the first
week would be a game I call Guess Who. Students will have index cards taped on their backs
with names of historical figures that we will later study in the year. Their objective is to figure
out who they are supposed to be by asking yes or no questions to their other classmates. This
activity requires a lot of space for movement, so desks may be moved to accommodate the
needed space.
While many of my rules and expectations of the classroom will follow school wide
policies and procedures, I would like the students to review rules that I have created and feel free
to suggest alternatives if they think it is unfair, while also creating rules of their own for the
whole class. I will absolutely insist on a no tolerance policy for bullying, teasing, or fighting of
any kind, including name calling, or slurs, and that rule will not be up for debate with the
students. My rules will also include respect for each other and belongings, late work and
attendance policies, use of electronics in the classroom, and positive attitudes and appropriate
language while in the classroom.
First Day
On the first day I plan to stand outside of my classroom door, greeting students and
welcoming them into the class. Once the bell rings, I will come into the class and students
should be seated. To begin the class I will start with an introduction of myself and take
attendance. My introduction will include my educational background, a few personal interests
and my hopes and plans for the upcoming school year and be presented with a positive attitude.
Introducing expectations will need to be done in a firm, but positive manner to ensure respect for
routines and to understand why they are necessary.
Procedures
a. Beginning class
Students will come into the classroom on time, sit down at their
appropriate desks and read the outline for the day’s class on the board.
Once they have read the day’s outline, they will get out the necessary
materials for the class period and wait for instruction before getting
started.
b. Late arrivals
Late arrival students will come into the classroom quietly, and if they
have a note, hand it to me or discuss with me why they are late.
We will go over what they have missed for the day before going to
their seat.
They will then go to their appropriate desk and begin working on the
assignment for the day.
c. Getting to work immediately
Students will know what the day’s class assignments will be when
they enter the classroom and read the board.
When the outline specifies individual work, students are expected to
do so immediately especially if there is assigned group work or lecture
time scheduled afterwards.
If students finish early, they may complete other homework, read or do
a quiet activity until the rest of the class finishes.
d. Attendance
Students are expected to be in class and on time every day.
Classroom participation points will be deducted when students are not
in class or not on time.
e. Bathroom visits
Students may use a hall pass when necessary after asking the instructor
if it is okay to leave the room. Students will not be allowed to leave the
room within the first twenty minutes or last twenty minutes of class.
Students will also not be allowed to leave the room during lecture.
Students will return immediately, quickly and quietly.
f. Signaling for students’ attention
Students will stop their work and focus on the instructor after two loud
claps of the instructor’s hands and a verbal acknowledgement.
g. Listening to and responding to questions
Students are expected to listen quietly while other students or the
teacher is talking.
Students are expected to raise their hands in order to respond to
questions unless in small groups or otherwise determined.
h. Students showing respect
Students will keep their hands to themselves.
Students will ask permission to borrow other students’ or the teacher’s
belongings.
Students will talk to other students and the teacher in a polite tone and
use civil language.
i. Student needing help
A student who needs help should raise their hand and wait for the
teacher to come assist them.
j. Use of the pencil sharpener
Students may use the pencil sharpener when necessary and do so
quietly and quickly.
k. Technology
Technology will be implemented in the classroom, both at the group
and individual level.
Students should use the technology for class work only.
Students should handle the technology carefully so as not to damage it.
l. Absences/making up missed work
If students are absent they can access the classroom Google page and
reference their syllabus to view missed assignments and due dates.
Assignments will be posted on the Google page for students to print
off and complete at home.
If students are unable to print off work, missed assignments will be
located in a folder with their class period on it on a desk near the door
of the classroom.
If students have questions they can ask the teacher.
m. Food/drink
Water and closed containers of drinks will be allowed in the
classroom.
Food and candy will be allowed on special occasions deemed by the
teacher.
n. Contributing to the upkeep of the classroom space
Students will be responsible for putting away classroom materials used
at the end of the period back to where they were originally pulled
from.
o. Responding to questions/contributing to discussions
Students will raise their hands to answer questions and participate in
classroom discussions.
p. Leaving early/work missed
If students leave early they can access the classroom Google page and
reference their syllabus to view missed assignments and due dates.
If students have questions they can ask the teacher.
q. Access to the teacher’s desk
Students must ask to have access to the teacher’s desk for any reason.
r. Submitting assignments
Assignments will be turned in through Google docs and in hard copy
in class on the day they are due.
Late assignments will have points taken.
s. Use of the water fountain
Students may use a hall pass when necessary after asking the instructor
if it is okay to leave the room. Students will not be allowed to leave the
room within the first twenty minutes or last twenty minutes of class.
Students will also not be allowed to leave the room during lecture.
Students will return immediately, quickly and quietly.
t. Supplies for student use
Supplies for student use will be stored in cabinets and bookshelves in
the classroom.
When instructed, students are allowed to use these materials.
Materials used will be placed back where they were taken from at the
end of the class period.
u. Dress code
Students will adhere to the school policy on dress code.
v. Conduct when a visitor appears
Students will continue with their class work when a visitor arrives
unless otherwise noted by the teacher.
w. What students will do when they finish an assignment
When students finish an assignment, they are expected to remain quiet
and stay in their seat.
Students are welcome to complete other homework, read or another
quiet activity.
x. Ending class
Students will put away any classroom materials used at the end of the
class period where the materials were originally taken from.
Maintaining Classroom Relations and Personal Behaviors
Policies and procedures will be posted on the bulletin board and another wall in the
classroom. Policies and procedures will be introduced on the first day of class and a recap will
occur each day of the first week and gradually decrease until they are reviewed once a week in
an informal manner. Besides two separate posted lists in the classroom, each student will be
given a list of policies and procedures with their syllabi on the first day.
Gaining students attention can be difficult, but by using a simple clapping of hands twice
and a statement such as “All right, class!” or a ringing of a bell, a teacher can quickly seize
student focus. When conducting class discussions volunteering is always preferred and students
will be required to raise their hands to voice their opinion. In small groups, students will be freer
to talk in an open forum style with their classmates. Students will be highly encouraged to
participate in classroom discussions and will know that participation is part of their grade.
Before starting class wide discussions, I will explain if raised hands are needed or not depending
on the topic and style of discussion I think appropriate for the topic.
Positive reinforcement of preferred behaviors can be done in several ways, like handing
out candy, extra free time at the end of class or allowing snacks and drinks to be brought in every
Friday if the students behave appropriately all week. Negative consequences will be given for
inappropriate behavior as necessary and in the order listed with policies and procedures and rules
and expectations. Students will first receive a warning. If the behavior persists, the student will
be separated from classmates and put in a desk away from other students. If this does not work
they will have a discussion with the teacher in private about their behavior. If the behavior
continues to persist the student will receive a call home to the parents. If the discussion with
parents does nothing to alleviate the behavior in the classroom, the student will be sent to the
principal’s office for further discipline with an explanation of the steps taken by the teacher.
Off-task students will be asked to get back to work calmly and quietly without disrupting
the rest of the classroom. If the student refuses, I will offer to help them with the work if they
are having problems. After assessing any issues the student may have with the assignment I can
break up the assignment into parts and allow the student breaks where they can check their
answers with another classmate or me.
Students who neglect classroom expectations will be handled according to the negative
consequences outlined above. Before resorting to the negative consequences, I can offer to talk
with the student and let them explain why they are having a problem following the expectation
so that I can gain a better understanding of how to handle the situation. This conversation will
be one-on-one to avoid distraction from instruction and other classmates.
Students who talk during instructional time will be asked to stop. If the behavior persists,
the student will be asked to explain why they are doing the behavior and asked again to stop. If
the student continues talking, the student will be separated from the classmates at another desk in
the room and if it still continues, the student will be sent out into the hallway with frequent
monitoring from myself for ten minutes before having a private talk and being let back into the
classroom.
Students who helplessly raise hands will be asked to let someone else have a try. If it
continues I can implement a program where the student is only allowed to answer a certain
number of questions or respond to the discussion a certain amount of time. Once they have used
those up, they will not be allowed to raise their hand anymore for the rest of the class.
Students who fall asleep in class will be talked to privately about why they cannot stay
awake in class. If the problem persists, the student will be asked to do activities more often like
take papers to the office or teach a lesson to the class. I can also implement a break in the class
specifically designated to wake students up, such as a game or exercise.
Students who yell out answers will be referred to the procedure for hand raising and
warned. If the behavior persists, the student will be removed from the classroom for a brief
period of time and talked with about the behavior before being let back into the class. If the
behavior continues, the student will be given individual work in a desk away from classmates
and will no longer be allowed to participate in class discussion for the rest of the period.
Students who do not turn in homework will be asked why it was not turned in. Depending
on each student response, the student may be allowed to turn it in the next day following the late
work policy. If they are having trouble with the work itself, I can offer tutoring. If they do not
care about doing the work I can show them how it is affecting their grade and GPA as a
motivational tool. If students do not have an environment conducive to homework, I can offer to
stay after school and allow them a quiet environment to focus and complete their work.
Disruptive students in the back of the class will first be warned. After a warning, they
will be moved to a desk in the front of the room. If this does not work, they will be separated
from classmates at a different desk in the room before being moved into the hallway for a cool
down period and discussion with me. If the behavior continues, the negative consequences will
be implemented.
The use of cell phones will not be permitted in class unless otherwise designated by the
teacher. Students caught on cell phones will be asked to put them away in their bag. If they
continue to use their phone, it will be taken away and returned at the end of the period. Second
time offenders will have their phones held until the end of the day. Third time offenders will
have their phones sent to the office and a parent will have to come pick the phone up.
Students who talk back will be referred to the expectation of respect and how they are
supposed to address me and their fellow students. If they continue, they will be removed from
the classroom for a brief cool down period and have a calm, civil discussion with me if anything
is wrong, why that action is inappropriate in my classroom, and what the consequences will be
the next time it happens.
There will be a no tolerance policy towards bullying and teasing. If it happens students
will be immediately removed from the classroom to have a private talk with me about why it is
inappropriate and the consequences if it happens again.
Students who show signs of alcohol or drug abuse will be sent to the principal’s office
with a documentation or phone call of what is happening and a call will be placed to the parents.
Students who are caught fighting or vandalizing the school will be immediately sent to
the principal’s office with documentation of what was said or done.
Managing the Curriculum/Instruction
Students will remain organized in my classroom with the use of assignment folders, color
coded units, study guides and the use of our Google page. Assignments turned in late will be
docked lateness points, but will still be graded based on the quality of work. Plagiarism will not
be tolerated. If a student is caught plagiarizing, we will have a discussion so that the student can
explain why they did it and I can explain why it is unacceptable and inappropriate. The student
will be given one opportunity to re-do the assignment correctly and if it is plagiarized again, the
student will not receive credit for the assignment. If the incident of plagiarism continues,
students will no longer receive the right to re-do an assignment. Students will receive positive
feedback and constructive criticism in their work. Work will be graded and returned within a
week of the due date with corrections and comments on them. If students have questions about
their work and grading, they can always set up a meeting to talk to me about it. Students will be
issued an assignment page on the first day of class detailing what assignments are due and when
along with rubrics for those assignments if necessary. If there is a large project, students may be
given suggestions throughout the assignments page implying where they should be in working
on those projects at certain times throughout the year. Students will have their own assignment
folders that we will review every Monday and Friday of the week to ensure organization,
completed work and understanding of the material. I will communicate with parents through
phone calls, e-mails and on occasion, personal letters sent in the mail. Daily lesson plans will
include the use of differentiation, multiple intelligences and Bloom’s taxonomy along with
students’ personal cultural backgrounds to ensure that students are being taught in ways they
learn best and are relevant to their lives and current events while also completing any school or
statewide standards that need to be met.
Establishing Communication
Parents and students are encouraged to contact me through e-mail. Parents are also
welcome to call at the school to contact me. There will be weekly updates on the classroom
Google page that parents and students can access as well. I would hope that calling home and
sending a letter before the school years starts will be the start to a resourceful relationship with
the parents of my students. It is important when I call parents concerning problems with their
child, that I also incorporate some good news pertaining to their child as well. I will encourage
parents to inform me of personal situations occurring at home that may impact their child’s
learning abilities in the classroom so that I can be aware and adjust my instruction pertaining to
their child and offer extra assistance to keep the student in control in the classroom. I will
frequently call or e-mail parents about how the school year is progressing and how their children
are faring in the class. Several times in the year I may also send out a personal letter, like
beginning and end of year and before or after long breaks. Communication with parents and
caregivers will always be intentional and regular to maintain our connection and to allow them
access to their child’s work in the classroom.
References
Diaz, C., Marra Pelletier, C., & Provenzo, Jr., E. (2006). Students in Today’s Classrooms and
Parents, Families, and the Community: Partners in Education In Touch the
Future…Teach! Boston: Pearson Education.
Jones, F., & Jones, P. (2000). Tools for Teaching: Discipline, Instruction, Motivation (3rd ed.).
Santa Cruz, California: F.H. Jones & Associates.
Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom Management that Works:
Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association for
Supervision and Curriculum Development.
Tomlinson, C., & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom.
Alexandria, Virginia: ASCD.
Welcome to the IRIS Center™. (2015). Retrieved July 29, 2015, from
http://iris.peabody.vanderbilt.edu/
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