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/