Whitley Starnes

EDUC 351

21 November 2011

Classroom Behavioral

Management Plan

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Descriptive Statement

The purpose of this document is to present my beliefs and expectations for my classroom.

With the guidance of several theorists, I have outlined my classroom management philosophy

and my top ten beliefs. This document also outlines my procedures and routines as well as goes

through a detailed explanation of my implementation of classroom management practices. The

last section of this document includes a parent letter that gives the rules and expectations of my

classroom as well as my intended classroom arrangement.

Philosophy of Classroom Management

My philosophy of classroom management is organized around eight classroom behavioral

management theorists, which are Alfie Kohn, Harry and Rosemary Wong, Spencer Kagan, Jacob

Kounin, Richard Curwin and Allen Mendler as well as Fred Jones. When taking a look at how I

intend to manage my classroom, I considered management practices that will help me create a

positive, safe, caring, and student-centered learning environment where I have the ability to teach

and my students have equal opportunities to learn. In addition, I considered management

practices that will help me create an organized classroom that runs smoothly and effectively as

well as intrinsically motivates my students to want to learn. I value choice, responsibility, and

other life skills necessary to succeed in life. In order to have my students engaged in an optimal

learning environment, I plan to incorporate the following Top Ten Beliefs into my own

classroom.

My Top Ten Beliefs

1. Unconditional Acceptance

I want to give my students unconditional love, support, attention, and encouragement;

therefore, I believe in Alfie Kohn’s theory that children need unconditional acceptance.

Comment [v1]: Well developed and specific paragraph

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Unconditional acceptance describes what students have done rather than judge what they have

done. In my classroom, I do not want my students to feel as though I will give them attention and

support only when they please me or when they meet my standards. I believe students’ behavior

is separate from them and that I should not judge them based on their behavior. As a whole, by

providing my students with unconditional acceptance, I am creating a positive and safe learning

environment for my students.

2. Procedures

I want my students to know what to expect; therefore, I believe in Harry and Rosemary

Wong’s theory of explaining, rehearsing, and reinforcing procedures. Harry and Rosemary Wong

believe that the main problem in teaching is not poor discipline, but poor classroom

management. Every time I want my students to do something, I need a procedure for them to

follow, so that they know what is expected. The Wong’s also believe that an effective teacher

spends most of the first week teaching students how to follow classroom procedures. By having

procedures in place at the beginning, there will be less time wasted on misbehavior and more

time focused on teaching the content areas. Overall, having classroom procedures established at

the beginning of the school year as well as explaining, rehearsing, and reinforcing the

procedures, my classroom will run smoothly and efficiently. It will also allow me to teach and

my students to learn.

3. Provide Feedback to Students

In my classroom, I will provide prompt feedback to my students. The theorist Alfie Kohn

also stressed the importance of prompt feedback. Kohn believed that feedback provides children

with information about their accomplishments. An example of feedback is giving back a

student’s writing with written feedback describing what he or she has done well and what he or

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she can improve upon in his or her writing. Rather than judging students, I believe in describing

what students have done as well as help them improve. Giving feedback is a way for me to help

my students work toward improving their skills and abilities. As a whole, providing my students

with feedback shows my students that I care about their learning.

4. Work with students

I believe in working with my students, which goes along with Alfie Kohn’s theory.

Working with my students to encourage their social and moral development means utilizing their

needs to make their own decisions, to belong, to learn, and apply learning. According to Alfie

Kohn, rewards and punishments equal temporary compliance, and they are two ways of doing

things to students as opposed to working with them. Similar to Kohn, my goal is for my students

to develop a commitment to the value of what they are doing. In order for them to value what

they are doing, I must intrinsically motivate my students to want to learn. In order to access my

students’ intrinsic motivation, I must ask myself, “How are my students motivated?” The type of

motivation counts, not the amount. Also, to develop a commitment to the value of what my

students are doing, I need to get my students to ask themselves, “What kind of person do I want

to be?” As a whole, I disagree with rewards and punishments; instead, I agree with Kohn about

working with students to find out what motivates them to learn.

5. Provide training in life skills

In my classroom, I believe in teaching life skills to my students. The theorist Spencer

Kagan also believes in providing students with training in life skills. Life skills are skills that

help students live successfully. Examples of life skills are self-control, self-management, self-

confidence, self-motivation, and self-validation. Spencer Kagan further stated, “By fostering

these life skills, teachers can move beyond interventions that simply end disruptions while

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leaving students likely to disrupt again in the future” (Charles, 2011, p. 164). As a whole, I want

to give my students the opportunity to practice these life skills mentioned above because these

are life skills that they will need throughout their lifetime. I also strongly believe schools should

prepare students for the real world and that is why I believe in providing training in life skills in

my own classroom. In order to have a student-centered learning environment, my students must

be able to use these life skills, especially, self-control and self-management.

6. Morning Work

In my classroom, I believe in providing students with morning work, which goes along

with Harry and Rosemary Wong’s theory. They believe teachers “should have an assignment for

the students to begin working on the second they walk into the room” (Charles, 2011, p. 113).

Morning work is a short assignment that students begin working on when they first arrive in the

classroom. A benefit to providing students with morning work is that it “eliminates 90 percent

of discipline problems that otherwise arise” (Charles, 2011, p. 113). To give students the initial

sense of accomplishment first thing in the morning, the morning work I give my students will be

both meaningful and appropriate for their independent level of understanding. By having

morning work for my students, I will have also prevented misbehavior that typically arises when

students have nothing to do when they first come into the classroom in the morning. At the start

of the school day, I will also be required to do administrative tasks, such as take attendance and

record lunch count. Morning work will allow me to get my required tasks accomplished.

7. Teacher Withitness

As a teacher, I believe I need to be aware of what is occurring in my classroom at all

times. The theorist Jacob Kounin used the term withitness to refer to the degree of awareness. He

found that “teachers of well-behaved classes displayed a constant awareness of what all students

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were doing in the classroom” and that “teachers with higher levels of withitness were able to

monitor and interact with groups of students doing independent work even while teaching

lessons to smaller groups” (Charles, 2011, p. 67). In my classroom, I plan to incorporate whole

group, small group, partner work, and independent work. Therefore, I need to have teacher

withitness in order to be aware of what is occurring in my classroom while teaching whole group

and small group lessons. I also need to have teacher withitness while students are working with a

partner or independently. I cannot assume everyone is listening and/or on task with an

assignment. Using my teacher withitness, I will be more adapt to meeting the needs of all my

students as well as making sure all my students are on task.

8. Responsibility is more important than obedience.

In my classroom, I believe responsibility is more important than obedience, which goes

along with the Richard Curwin and Allen Mendler’s theory. When a student is being responsible,

he or she is making the best possible decisions. On the other hand, when a student is being

obedient, he or she is doing as he or she is told. I want my students to be responsible for their

actions and behavior. I do not want them to do something or behave a certain way just because I

told them to do so. If my classroom is to be a student-centered learning environment, then

students should have the right to control their actions and behavior. Students in my classroom

will learn that when being responsible for their own behavior, they know that no one else is to

blame, but themselves for the choices they made. When poor choices are made, I will enforce the

consequences. As a whole, I want my students to make good choices and control their own

actions and behavior. As the teacher, I will encourage my students to make good choices as well

as remind them that they always have a choice. By not telling students what to do, I am giving

my students the opportunity to be responsible for their own actions and behavior.

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9. Motivate students through relevant and meaningful lessons

I believe in teaching relevant and meaningful lessons. In order to have a well-behaved

classroom, theorists Richard Curwin and Allen Mendler believe that lessons need to be

motivating to the students. Motivating lessons include lessons that are personal and relevant to

the students. Curwin and Mendler also believed students misbehave because they become bored.

Therefore, in order to cut down on misbehavior, I plan to motivate my students through personal

and relevant lessons. I also want to incorporate motivating activities that engage the five senses

and give opportunities for students to make decisions. When students are engaged in the lesson

and motivated to learn, there is a decrease in misbehavior and an increase in learning. As a

whole, I believe motivation is the key to successfully enhancing the opportunity for my students

to learn.

10. Classroom Jobs

In my classroom, I will designate classroom jobs for each of my students. The theorist

Fred Jones also stressed the importance of classroom jobs for students. He believed that teachers

should allow students to do things that they are thoroughly capable of doing for themselves.

Classroom jobs are tasks that students perform during the school day. A few of the classroom

jobs that I will use in my class include: Chart Changer, Messenger, Secretary, Boy/Girl Line

Leader, Calendar Helper, Door Holder, Mailbox Filer, Pencil Sharpener, Librarian, Gardener,

Maintenance Manager, Electrician, and Teacher’s Helper. These job titles and their related tasks

not only help students gain ownership in the classroom, but also they teach students

responsibility and promote work ethic. In my classroom, I want students to take pride in helping

make our classroom run efficiently. Also, by having classroom jobs, I can spend more time

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teaching. As a whole, classroom jobs meet my overall goal, which is to build a classroom

community.

Conclusion

These are my Top Ten Beliefs that I believe are essential in creating a positive, safe,

caring, and student-centered learning environment where I have the ability to teach and my

students have equal opportunities to learn. Along with my Top Ten Beliefs, I have several

procedures and routines listed below that I plan to use in my classroom in order for my

classroom to run smoothly and effectively.

Procedures and Routines

1. Getting students’ attention & Signaling for quiet

When the service bell rings once, the students will be expected to stop what they are

doing and look toward the teacher and listen for further directions. This procedure is important

because it will allow me to get the attention of my students. For instance, if my students were

working in groups and the noise level is high, I would not have to raise my voice to be heard as

well as speak several times to get everyone’s attention. Instead, my students would hear the ring

of the service bell and know that they need to look toward me and listen. In addition, when the

service bell rings twice, my students will be expected to quietly clean up and then look and listen

for further instruction from the teacher. For example, if my students were writing in their

journals, I could simply ring the bell twice and they would be expected to quietly clean up their

desk area and look toward me and listen for further instruction. This procedure is important

because it is an effective way to transition students from one task to the next.

In order for this procedure to work effectively, I will need to explain, rehearse, and

reinforce the expectations that I have listed above. As the teacher, I will do a lot of talking during

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the day whether it be teaching or giving directions to my students. This procedure allows the

students to listen to something other than my voice as well as bring their attention to me. As a

whole, this procedure is important because it allows for an easy and smooth transition from one

task to the next and brings students’ attention to me.

2. Morning Routine

For my morning routine, I will expect my students to come into the classroom and unload

their book bag at their desk. Next, they should place their book bags in the coat closet. Then,

they should turn in their homework into the green tray as well as give lunch money and/or notes

from home to me. After they have turned in their homework, they will place their name stick in

either the hot or cold lunch cup. This will allow me to do lunch count as well as take attendance

all at once. Finally, the students should go to their seat and quietly begin working on their

morning work.

For the morning routine to run effectively, I must explain and model each step in the

morning routine. In addition, I need to give my students the opportunity to rehearse the morning

routine, so they know what is expected. The steps in the morning routine will also be displayed

in the classroom for students to refer back to when needed. As a whole, I believe it is important

to have a morning routine, so that students know what is expected of them when they first walk

in the door. Also, having a morning routine prevents students from wandering around and asking

what they should be doing. This morning routine also allows me to record attendance, take lunch

count, and perform any other tasks I may need to do in the morning when students first come

into the classroom.

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3. Work Stations Procedure

To begin Work Stations, the Chart Changer (this is one of several classroom jobs that

will be assigned to a student at the beginning of the week) will change the Work Stations Chart.

On the Work Stations Chart, there will be a row of pockets labeled with the name of each station.

Inside each pocket will be a number card. The Chart Changer will move the number cards one

pocket over to the right so that each number card is in a new pocket. The number card that is in

the end pocket on the right will need to be moved to the far most left pocket. Furthermore,

students will be grouped and assigned a team number that will correspond to a number card.

Each team will have three or four members. Once the Chart Changer has changed the chart, he

or she will then ring the service bell one time. By ringing the service bell one time, this means

“Get Ready!” To get ready, the class will get out their pencil box. Next, they will stand up and

push in their chairs. Then, they will quietly stand next to their desks with their pencil boxes in

their hands. Once I see that all the students including the Chart Changer are ready to begin Work

Stations, I will give the single for the students to proceed quietly and orderly to their Work

Stations by making a circle motion with my pointer finger. To signal the students that Work

Stations are done for the day, I will ask the Chart Changer to ring the service bell twice. Ringing

the service bell twice means “Quiet. Clean up.” As a team, the students will clean up their Work

Station area and quietly sit at their desk with their heads down. Once all Work Station areas are

cleaned and everyone is seated with their heads down, I will know that the students are ready to

move on to the next task.

For the Work Stations Procedure to run smoothly and effectively, I will need to prepare

the materials for each Work Station, assign students to teams as well as model to all the students

what to do if they are Chart Changer for a week. In order for students to follow this procedure, I

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will need to explain the Work Station Procedure and model what the students should be doing for

each step of the procedure. After modeling what to do for each step of the procedure, I will have

the students rehearse the Work Stations Procedure, so that the students know what is expected.

The students will be expected to follow each step of the procedure as well as do each step quietly

and orderly. As a whole, this Work Stations Procedure is important because it allows for a

smooth transition to Work Stations as well as gives a student the opportunity to be in charge by

being the Chart Changer. This procedure is also an organized way to get students from their

desk to a desired location in a quiet and orderly way.

4. Participation

To ensure that all students have the opportunity to participate in the classroom for a

variety of tasks, I will use Popsicle sticks to randomly ask students to contribute. Each of the

students will have their name written on a Popsicle stick. The Popsicle sticks with the student’s

names on them will go upside down into a tin can. When selecting students for a task, I will pull

out a Popsicle stick from the tin can at random and whose ever name is drawn will be asked to

participate or perform a task. Participation and tasks include, but are not limited to answering a

question, selecting a reading partner, and/or sharing a story.

For the Popsicle sticks with students’ names on them to run effectively, I will need to

prepare the sticks ahead of time by writing the students’ names on them as well as have a tin can.

In order for students to understand this method in selecting students for participation as well as

for a variety of tasks, I will need to explain the reason behind why I will be using the Popsicle

stick. This method in selecting students for participation as well as for a variety of tasks is an

easy and fair way to select students because students are chosen at random. Not only will each

student get to contribute to the class, but I will also not have to worry about over picking or

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under picking certain students. If a student is chosen from selecting a Popsicle stick with the

student’s name on it, the student may choose to participate, perform the requested task, or pass.

If the student passes, then I will pull another Popsicle stick out of the tin can. Overall, this

method in selecting students for participation and for a variety of tasks is important because it

will ensure that all students have the opportunity to participate in the classroom for a variety of

tasks.

5. Classroom Jobs

At the beginning of each week, I will assign students to a classroom job. Classroom jobs

include, but are not limited to: Chart Changer (changes the Work Stations Chart), Messenger

(takes Attendance/Lunch count to the office as well as any other tasks outside of the classroom),

Secretary (passes, collects, and organizes paper), Boy/Girl Line Leader, Calendar Helper (leads

the class in the calendar routine), Door Holder, Mailbox Filer (files away papers into students’

mailboxes), Pencil Sharpener (Sharpens pencils at the end of the day and puts them in the

Sharpened Pencil can), Librarian (keeps classroom library neat and handles book check outs),

Gardener (waters the plants in the classroom at the end of the day), Maintenance Manager (keeps

the room neat and reports messy desks), Electrician (turns off the lights when class leaves the

classroom), Teacher’s Helper (does anything I need him or her to do and fills in for other

classroom jobs when a classmate is absent). These classroom jobs will rotate once a week and

the jobs will rotate among the students equally.

In order for the classroom jobs to work effectively, I will need to prepare a Classroom

Jobs Chart where each job title is posted. Student’s names will be posted beside the job titles.

Also, I will need to keep a record of the students who perform each job on a classroom roster, so

that that I make sure each student has an equal opportunity in being selected for a classroom job.

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Before I assign classroom jobs, I will need to explain the roles of each job and how to perform it.

Students will be expected to perform their jobs and contribute to the classroom community. As a

whole, classroom jobs are important because they not only help students gain ownership in the

classroom, but also they teach students responsibility and promote work ethic.

6. Pencil Sharpening

At the beginning of each school day, the students will be expected to have two sharpened

pencils to begin the day. I want the students to have two pencils sharpened just in case one pencil

breaks during the school day. Right before lunch and recess, students will also be allowed to

sharpen their pencils. As a teacher, I am aware that even though students will have the

opportunity to sharpen their pencils in the morning before class begins as well as before lunch

and recess, they still may need to re-sharpen their pencil throughout the day for whatever reason.

Knowing that this may occur, I will have an area set aside in the classroom with two cans for

pencil: one of the cans will be labeled Sharpened Pencils and the other can will be labeled

Unsharpened Pencils. If a student has an unsharpened pencil and needs a sharpened pencil

during a time when sharpening pencils at the pencil sharpener is not allowed, he or she will

quickly and quietly get out of his or her seat, go over to the pencil cans, leave the unsharpened

pencil in the correct can, and take a sharpened pencil out of the other can. By doing this, the

whole class and I do not have to hear and become distracted from the pencil sharpener

throughout the school day. Also, this procedure will limit misbehavior because students will not

be in one area for a long period of time waiting to use the pencil sharpener.

In order for the Pencil Sharpening Procedure to work effectively, I will need to explain,

model, and have the students rehearse the expected procedure. I will also need to prepare the

pencil cans mentioned above. The student whose assigned job is Pencil Sharpener will sharpen

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pencils that are in the Unsharpened Pencil can at the end of each day. As a whole, this Pencil

Sharpening Procedure is important because it will prevent students from constantly wanting to

get out their seats to sharpen their pencil. In addition, being at the pencil sharpener distracts the

rest of the class because of the noise, and it is an opportunity for misbehavior to occur.

Implementation of Classroom Management Practice

Classroom Rules and Expectations

In my classroom, I plan to set the classroom expectations. I do not believe in using the

word Rules; therefore, on the first day of school, I will introduce the following on a laminated

poster board.

In our class, we will . . .

Be KIND to others. Do our personal best! Look and Listen. Follow Directions and Procedures. Keep hands, feet, and objects to ourselves. Walk.

These classroom expectations listed above will not only be introduced to my students the first

day of school, but also will be reinforced for the first two weeks of school. I will have my

expectations posted in the classroom where everyone can view and refer back to when needed as

well.

When explaining to the students my expectations, we will go through each expectation

and have a class discussion as to why each is important in our classroom. In addition, when

talking about the expectation to be kind to others, I will give the students the opportunity to give

examples of ways to be kind to others. As a whole, I will explain and model each expectation.

Next, I will have the students rehearse the classroom expectations. I will also reinforce the

classroom expectations when needed.

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To encourage students to follow the classroom expectations, I will reinforce appropriate

behavior with verbal affirmations and positive notes. In addition, I will ask myself, “What

motivates my students?” I want to access my students’ intrinsic motivation. Therefore, I will

individualize my reinforcement plan based on the individual needs of my students. Furthermore,

there will be consequences for breaking a classroom expectation. I will be consistent with

redirecting those who do not follow the classroom expectations by first giving verbal and

nonverbal cues such as proximity control or simply making eye contact with the student. I will

also have a stoplight system in my classroom for my eyes only. The stoplight system will be

explained under Classroom Management Style: Corrective.

Curriculum and Instruction

In order to ensure that learning occurs in my classroom, I will create engaging lessons

and activities that are meaningful as well as relevant. In addition, I will include adaptations and

enrichments to my lessons to meet the individual needs of my students. I will also take into

consideration Howard Gardeners multiple intelligences and Bloom Taxonomy questions when

planning my lessons. Moreover, I plan to incorporate whole group and small group instruction as

well as partner and individual work. I believe students learn best through peer interaction.

Therefore, I will give my students the opportunity to share ideas with other classmates as well as

work in small groups and with partners. For example, my students will read with their reading

buddy during reading time and interact with the book by asking each other questions and making

text-to-text, text-to-self, and text-to-world connections. Overall, curriculum and instruction are

the primary tools for preventing student misbehavior; therefore, I must have every minute of my

day planned as well as have engaging and meaningful lessons and activities.

Comment [v2]: good point

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Classroom Management Style

Preventive

To create a classroom management style that is preventive, I will need to establish

classroom expectations. After I have established my classroom expectations, I will need to

explain the classroom expectations to my students as well as model for them what is expected.

After I have explained and modeled the classroom expectations, I will have the students practice

each expectation. I will also have several classroom procedures and routines established as a way

to prevent any confusion as to what is expected. I will explain and model each procedure as well

as have the students rehearse each procedure. Furthermore, I plan to have a daily class schedule

listed somewhere in the classroom for all students to see. This will allow students to know what

is going on throughout the school day. There will not be exact times next to each task, but a list

of what we will be doing will be in sequential order, so that the students know what will come

next. Additionally, having every minute planned as well as teaching meaningful and engaging

lessons, will help prevent misbehavior. As a whole, with the combination of these preventive

measures, I will prevent most misbehavior from beginning in the first place.

Supportive

When a student begins to misbehave and/or gets off task, I will use several different

strategies to support the student in making a good choice. First, I will use proximity control. This

technique involves standing near the student while still continuing to teach. In doing this, I am

acknowledging the student’s misbehavior and asking the student to stop whatever is causing his

or her misbehavior by standing near the student. This technique does not disrupt the lesson. If

that does not work, I will pull out a chair and/or desk and direct the student to sit there while I

continue teaching. If the student chooses to continue his or her misbehavior, I will stop what I

Comment [v3]: empowers students

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am doing for a moment to tell him or her that we will have a meeting once I am done teaching

this lesson. The meeting signifies a one-on-one meeting between the teacher and student. During

this private meeting, the student and I will discuss the student’s misbehaver. The teacher will

support the student in developing a plan of action to make good choices and to prevent the

misbehavior from happening in the future. As a whole, I want to support my students by giving

them the responsibility to make good choices, but if they choose to misbehave, I will use the

supportive strategies mentioned above to help redirect the student’s misbehavior.

Corrective

When both the preventive and supportive measures fail, I will then enforce consequences

for misbehavior as well as for not following the classroom expectations. As I said earlier I

believe in accessing my students’ intrinsic motivation; therefore, I will individualize my

corrective plan based on the individual needs of my students. Furthermore, I will have

consequences for breaking a classroom expectation. I will use a stoplight system in my

classroom for my eyes only. After both the preventive and supportive measures fail, the student

will move his or her stick to yellow. At this point, a time out will be implemented to help the

student think about the behavior exhibited. The time out will not be during class instruction time.

I will meet with the student during independent work time to discuss the student’s misbehavior.

If a student continues to not follow the classroom expectations the third time, he or she will

move his or her stick to red. This move will prompt the student to write a note to his or her

parents explaining his or her misbehavior. I will follow this with a phone call home after school.

In some cases, I may also use a weekly behavior chart that will go home each night for the

parents to look over and sign as well as talk with their child about his or her misbehavior. As a

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whole, if a student continues to not follow the classroom expectations, I will get in touch with

the parents and from there decide on the next plan of action.

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Parent Letter

Dear Parent/Guardian,

Welcome to a brand new school year! I am excited about having your child in my class

this year to enjoy many exciting and rewarding experiences!

I would like to begin the school year by taking the time to explain to you my classroom

expectations. I firmly believe that in order to have a positive and safe learning environment

where I can teach and your child can learn that a Classroom Discipline Plan is necessary. Your

child deserves a positive classroom that is conducive to academic growth. Therefore, this plan

will be in effect at all times. These are my Classroom Expectations.

In our class, we will . . . Be KIND to others. Do our personal best! Look and Listen. Follow Directions and Procedures. Keep hands, feet, and objects to ourselves. Walk.

To encourage students to follow the classroom expectations, I will reinforce appropriate

behavior with verbal affirmations and positive notes. Furthermore, I believe students are

responsible for their own behavior. In my classroom, students will learn to self-manage their own

behavior as well as use self-control. As a whole, I want my students to make good choices and

control their own actions and behavior. Therefore, I will encourage my students to make good

choices as well as remind them that they always have a choice.

With regards to classroom discipline, if a student chooses to break a classroom

expectation or misbehaves, I have a stoplight system in place.

The first time a student misbehaves, I will give the student a verbal warning.

The second time a student chooses to misbehave, the student will move his or her stick to

yellow. At this point, a time out will be implemented to help the student think about the

behavior exhibited. The time out will not be during class instruction time. I will meet

with the student during independent work time to discuss the student’s misbehavior.

The third time a student chooses to misbehave, the student will move his or her stick to

red. This move will prompt the student to write a note to his or her parents explaining his

or her misbehavior. I will follow this with a phone call home after school.

All of my students have been informed of our Classroom Expectations as well as the

consequences for misbehavior. I will be communicating with you throughout the year to keep

you aware of your child’s progress. Please feel free to contact me at any time through notes,

email, or a phone call. I am excited about getting started, and I am looking forward to working

with you and your child this school year!

Sincerely,

Whitley Starnes

School Email

School Phone/Extension

Room Number

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References

Charles, C.M. (2011). Building classroom discipline, 10th

ed. Boston, MA: Pearson.

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Miss Starnes’ Classroom Arrangement

Students’ Desks Whiteboard

Chalkboard

Guided Reading Table

Whole Group

Meeting Place

Computer Table

Coat Closet / Storage Closet

Entrance

Classroom

Library Teacher’s

Desk

Students’ Mailboxes (Low to the ground)

Windows (Shelves underneath)

Shelves

Teacher’s

Computer

& Table

Book Shelves

Table Teacher

Chair

Bulletin board