Classroom Management Plan
Rules
Believe in yourself and NEVER give up!
Be respectful,
responsible,
& safe.
Daily Protocols
Activity: Entering class and beginning bell work.
Students are expected to be lined up outside the classroom quietly. Once students enter the
classroom they are in a learning environment and are expected to be ready to learn.
Conversation:
Can students engage in conversations with each other during this
activity? Yes
If yes, about what? The students can talk about the bell work or quietly
talk if prepared for class to start by having homework done, bell work complete and
having all supplies out needed for the lesson.
If a student has a question about the work assignment. With whom? A peer
or the teacher.
How many students can be involved in a single conversation?
Conversations are limited to the students at a table, which is usually 4.
How long can the conversation last? A few minutes, which is most of the
bellwork time, so students need to use their time wisely.
Help:
How do students get questions answered? How do students get your
attention? If they are unable to figure it out or answer their questions with the peers at
their table then they raise their hand for teachers help.
If students have to wait for help, what should they do while they wait?
Work on other work until the teacher is able to come answer their question.
Movement:
Can students get out of their seats during this activity? Yes
If yes, acceptable reasons include:
~sharpen pencil
~get a drink of water
~turn in work
~grab absent work
Do they need permission? No
Participation:
What behaviors show that students are participating fully and responsibly?
By the end of bellwork time, they have their bell work completed,
have their homework and any needs supplies out on their desk.
What behaviors show that a student is not participating?
Talking without their their work or supplies out on their desk,
while shows their lack of preparedness.
Activity: Classwork (practicing new concept)
Conversation:
Can students engage in conversations with each other during this
activity? Yes
If yes, about what? If a student have a s question about the work
assignment. With whom? Students are encouraged to work on the math with their
peers at the table. If the whole table has a question, then everyone can raise their hand
and wait for the teacher.
How many students can be involved in a single conversation?
Conversations are limited to the students at a table, which is usually 4.
How long can the conversation last? This can last the entire time
allocated to work on classwork.
Help:
How do students get questions answered? How do students get your
attention? If they are unable to figure it out or answer their questions with the peers at
their table then they raise their hand for teachers help.
If students have to wait for help, what should they do while they wait?
Work on other work until the teacher is able to come answer their question.
Movement:
Can students get out of their seats during this activity? Yes, depending on
activity.
If yes, acceptable reasons include:
Some activities have movement like Stand Up Hand
Up Pair Up.
Participation:
What behaviors show that students are participating fully and
responsibly? The students should participation through responding to questions,
asking questions, and taking notes.
What behaviors show that a student is not participating? If they are
talking off topic, not working on the assigned problems, or distracting other students
from being productive.
Activity: Finishing classwork early
If and when students finish early they are expected to either work on their homework.
Conversation:
Can students engage in conversations with each other during this
activity?
No, the other students are still working and do not need an additional distraction when
they are working on finishing.
Help:
How do students get questions answered? How do students get your attention?
If they are unable to figure it out what they need to be working on or need additional enrichment,
students can raise their hand to talk to the teacher.
If students have to wait for help, what should they do while they wait?
Work on other work until the teacher is able to come answer their question.
Movement:
Can students get out of their seats during this activity? Yes
If yes, acceptable reasons include:
sharpen pencil
get a drink of water
go the restroom
turn in lesson materials
Do they need permission? Yes, if they are leaving the classroom.
Participation:
What behaviors show that students are participating fully and responsibly?
Students working on upcoming assignments or making up assignments. They are not
distracting other students.
What behaviors show that a student is not participating? Students who are
disrupting other students learner, either by talking or interacting with other students.
Levels of Consequences:
Behavior is controlled/prevent through a focus on positive behavior and promoting self-esteem.
Level 1: Minor behaviors impacting just the student.
Offence Frequency
1. Reteaching expectations, eye contact (to let warn the student), and reward
appropriate behavior
2. Proximity/Increased supervision
3. Verbal warning
4. Reflection sheet with a possible desk placement change depending on situation
Examples of specific incidents with logical consequences:
Student off task, but not distracting others- stay in during lunch recess to work on
assignment/additional homework.
Writing on desk- having to clean all of the desks after school
Level 2: Minor Behaviors that interfere with the learning of others
Offence Frequency
1. Reteaching expectations, especially related to respecting the learning environment
2. Verbal warning
3. Reflection sheet with a possible desk placement change depending on situation
4. Contact Parents
Examples of specific incidents with logical consequences:
Out of seat and interfering with others- immediate seat change
Consistently not following directions- Send to another class for refocus
Level 3: Major Behaviors that affect an orderly and safe environment
Offence Frequency
1. Reflection sheet with parent contact
2. Functional Behavior Action plan if student have frequent minor behaviors
3. In school suspension
Example of specific incidents with logical consequences:
Throwing items in classroom whether at others or not- Having to pick up the
room by picking up trash and tidying up the rest.
Biting, kicking, punching, pushing, pinching- Removed from situation initially.
Writing an apology letter.
Motivation techniques:
Class-wide:
1.
...Yet
a. Promoting self esteem and a growth mindset that is promoted by
the first class expectation, Believe in yourself and NEVER give up!
b. Every time a student says a self negative comment such as I can do
this, I or other students add YET to promote believing in yourself by focusing
on a growth mindset of building ourselves, especially the areas that we might
currently be struggling with.
2. Fill-in-the-blank
a. Use a keyword as a goal for the number of class compliments.
Such as Never give up, so everytime the teacher see the class as a whole doing
well meeting the expectations they get one letter. One the phrase is complete the
class brainstorms rewards and votes.
3. Team
a. The class is a team and need to work together to reach their
behavior goal created at the beginning of the year.
Individual
1.
Class Dojo
a. Individualized online program that allows you to quickly track
behaviors and encourage positive behaviors and participation.
2. Classroom Economy
a. A physical set-up that promotes real life skills (tracking bank
account and math calculation) and brings the class together as a micro
community, while individually motivating students and rewarding their good
behavior.
Implementation Plan:
Structure is key:
The beginning sets up the entire year
explain expectations and consequences in a student friendly
manner
post a clear poster with expectations as a reference for the students
create a contract with the class to get student buy in
explain procedures and routines
have a visual of the routine posted
make sure to stick to a daily routine as much a
possible
Introduce motivational set-up and get students involved in building
the classroom economy
class jobs, market, bank
allow students to decide specific rewards that can be
earned
Use the first few weeks of school to support students in meeting
expectations through modeling clear expectations and providing positive feedback
Maintain consistency with rewards and consequences throughout the year
Revisit expectations after long breaks to help student get back in the routine
