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Alissandra Berry
ED 217
Week 10
3/12/14
Classroom Management Plan
Currently I am working with students from 14 months to 20 months in NW Portland in a
center for young children. I have learned a lot from this class as how to achieve appropriate
management of behavior at that age level but I would like to write my paper on an idea of where
I might be working in the future because I know that this class is geared toward a K-12 setting. I
would like to work in a kindergarten class in Portland Public schools or perhaps in a private
school in the Portland Metro area. I would like to work with students who are on the spectrum
and main stream so I would like to have a mixes classroom setting and work closely with another
teacher perhaps or with a specialist in special needs.
My ideal teaching philosophy follows that of Fredric Jones with the Positive Classroom
Discipline approach. When I am using the Positive Classroom Discipline approach I am hoping
to instil in my students clear expectations, that we are a team and making up the rules together,
inclusion, open mindedness, and I would like to encourage all of the students to make choices
together and plans that will work for everyone. I believe that naturally I am a positive person and
I would like to use a model that works well when I am positive. So when I am naturally positive
I feel that it is helpful to work to my natural strengths in the classroom.
In this classroom that I would like to use assertive classroom discipline in I will be aware
that there are things that I will not be in control of like; events happening at home and residual
behavior from home events, the children eating well outside of school, education or tolerance of
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families or kids when they enter the program of children with developmental delays, school
events that change the classroom schedule, or outside events that can change the classroom or
school schedules.
I will let the children know what I expect as the school year starts and as we go through
transitions throughout the days to come. Students will come into the classroom on time with
parents and they will put their backpacks on their hooks and their communication folders in their
in/out cubbies that will be above their hooks. I will use these to communicate with parents and
get homework to and from school in a controlled way. In the beginning of the school year I will
have a contract go home to the parents that they will sign ensuring that they will support their
students in my class and support them in their lessons at home and with school work, and they
will help them come to and from school prepared and on time.
To help with materials and distribution I will ask that all of the families bring enough for
the class. I will pass everything out to the students and then I will have a materials center where
the children can go and barrow items as they need them if they have forgotten their things. The
rest of it will be in my storage and I will replenish the materials center when it gets low. Students
will always have access to everything they will need in class, I will be sure to have enough for
everyone before I assign a project to the students.
As far as classroom set up I would like to use Jones example in our text book from
chapter four with the room set up in rows. I will be sure that the students are able to get to every
area of the room and any and all centers without having to disrupt another student. I think it is
important that I can travel seamlessly around the room and not disrupt the learning that can be
happening. Perhaps I would even set the students up in groups if I think that will work better for
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that class of students and I will set it up so that I can reach every student easily when I am
traveling around the room.
The rules in my classroom would be decided by myself and my students. I would like to
know what I want from them before I open the questions but I would like to know what is
important to my children. I know as a teacher my job is to create an atmosphere conducive to
learning and the safety of my children. I want to create rules that protect my students wishes in
the learning atmosphere. I want to ask them what is important to them in a learning space and I
want to support them. In my class the students will help me come up the with rules and my goal
is to have rules that will:
Be clear and concise on what I expect from them
Support a learning atmosphere
Create a safe space
Respect the wishes of all in the classroom
I am intentionally leaving it vague for this paper because I believe that the with every classroom
group of students the rules will be different. They will all have different beliefs and boundaries
that they are wanting to be respected.
In the same way I would like to ask the students to be in charge of their reinforcements
and consequences. Based on what they think is fare and what will show them they are being
respected and gaining justice. I will ask the students to look at the rules that we created for our
classroom and then I will ask them what should happen if a student breaks the rule. This is what I
will use for the students as they continue in my class. I will also tell them that these are able to
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evolve as we get to know ourselves and each other better so that we can support each other. In
addition to the actual reinforcement I would like to use Joness Limit setting techniques. One can
find this in our text on page 67 in chapter four. I will outline the steps that I will follow here:
Step One: Eyes in the Back of Your Head
Step Two: Terminate instruction
Step Three: Turn Look and Say the Students Name
Step Four: Walk to the Edge of the Students Desk
Step Five: Prompt
Step Six: Palms
Step Seven: Camping Out in Front
Step Eight: Camping Out from Behind
The biggest thing when I am reinforcing my students or giving consequences is to remember to
breath, stay calm and keep my tone cool. When the students learn that I mean business (as the
instructor insight for chapter four says) then the children will see that I am someone who cares
about them and should be respected.
As I am bringing these classroom behavioral systems into place in my classroom I would like to
keep in mind that the students I am working with will be between the ages of 5-7 potentially. In
addition to age it is important that I am aware of their developmental abilities as I will be
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working with students in a mixed abilities classroom. The most important thing I can do for these
young people is to state my expectations and then to model model model. It is important that
they can see exactly what I am asking them to do with their behavior. The way to do that is to be
aware of how I am reacting when something is happening in the classroom and allow them to
talk about what I am doing with the stimulus around me. The students will need to learn
tolerance, respect and the desire to learn about people who are different. It is important that I
show them how to do this in their classroom so that as they grow up they can bring that to their
outside worlds.

The thing that I want to teach my students the most is to hold themselves to their own
abilities, and understand that even though our rules are in place the intention is important to look
at too when a rule is followed or broken. Perhaps the students say that they like it quite during
reading circle and they with their friends were quiet, well what if a child had a developmental
disability that prevented them from being quiet with certain stimuli? It is important that we talk
about this with the children and help them to understand what each persons abilities are and what
their abilities are. I would like to instill in my kids that they cannot control someone elses
behavior but instead they can control theirs.
A great example of this is at a public play ground if someone elses kid is is throwing sand or
climbing up the slide, your child might ask you to help. In many situations it is not appropriate
for a stranger to discipline another child on the playground so all you can do it tell your child
how they can be safe and have fun still. Sometimes all that means is telling your child to walk
away and find another area to play in. Other times that will mean having your child use their
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words with the other child, and you will just stand there to support what your child has to say.
The other child might just walk away and not acknowledge your child, and that is all you can do.
It is important that my children in my class understand that all people are different and they
deserve to be honored and respected, so a positive classroom management plan like Jones plan is
a perfect way to show a child respect, and tolerance and always treat them with kindness. In
addition to this plan I would like to pride myself on using the Assertive Teaching model and be
straight forward with my students and be clear and open with them like Canter talks about in
chapter three of the text.