Christina

Thompsons
Classroom
Management Plan

Context
Elementary public school where I teach first grade
The subjects included are all of the core subjects:
mathematics, science, reading, language arts, and social
studies

I hoped it would be a school with a diverse population

because I think this would lead to different and new
experiences that would have been new to me as a teacher.

I hope to teach in a suburban setting at a school where

there is technology in the classroom because I think it allows
the lessons to become even more interactive. Also, since the
teachers are constantly using technology in their classrooms,
the students should be given the same opportunity.

Physical Design: Why I organized

the classroom this way?
I organized my classroom according to the diagram because I
was thinking in the mindset of convenience to the students in
my classroom.

I wanted my desk in the back of the classroom because I

wanted to be able to see who was entering the classroom.

I organized the students desks into groups of four because it

will give a chance for the students to interact with one
another, as well as giving them the opportunity to make new
friends. Throughout the year, I switch people around so that
they are not sitting with the same people the whole school
year. There is enough room between the desks that I can walk
around as well as in between the desks. This will allow me to
walk both around and between the desks.

Physical Design: Why I organized

the classroom this way?
I also arranged the room according to topics in
order to make it more organized and easier for the
students to remember the location of the
materials. For example, by the table is where all
the math supplies are in a plastic drawer, which
include rulers and various centers that has a math
poster on the wall right by it. There are reading
posters with quotes right by the classroom library
along with a rug. All the books are in the
classroom library, which is located in the corner of
the classroom. The paper, pencils, and pencil
sharpener are right near each other.

Steel Function: Security &

Shelter
As a student I feel it is important to feel safe, while having somewhere to
go in the classroom, especially since they are going to spending the
majority of the day there.

One way I plan on doing this is by adding elements of softness, which

include a rug and posters with quotes on it.
The posters will be various colors so that way they are not black and white. There will
be some by the classroom library, while others are scattered in various locations
throughout the classroom.

The rug will be large in order to fit all the students, in addition to consisting of various
colors. By there being a variety of colors, it allows the room to feel welcoming and
more appealing instead of it being all one color, especially a dark color.

A second way this is illustrated in my design is that there will be spaces for
freedom from interference. This includes going on the rug in front of the
desk or in the classroom library and sitting at the table in the corner where
the math supplies or the table where they meet for reading group.

Steele Function: Symbolic

Identification
I am a strong believer of the classroom reflecting those
that spend their time there. Specifically, the classroom
should reflect the students by sharing information about
them by making it personal to them.

I plan on doing this by having an all about me done by the

students, and then one for me as well. This allows
information to be shared and conveyed about my students
and I. It allows people visiting the classroom, especially
the students parents, to learn about their child, as well as
the children their child is interacting with on a weekly
basis. I have decided to put the all about me for the
students on the wall right by the cubbies with their names
labeled and then mine will go by my desk.

Steele Function: Symbolic

Identification
Secondly, the students work will also be displayed around
the classroom and also outside the classroom on the bulletin
board as long as there is one accessible.

When the topic is not what the students are learning about
then I will display the new work relating to the new topic.

I am hoping by the students work being displayed it makes

them feel more confident and proud of their work. The
students work should be displayed because they have a
voice as well, and students parents like to see their childs
work on the wall. The work being displayed should reflect
the people who are spending the time in the classroom.

Rules
I will use student and teacher generated rules
because I feel it is important to allow the
children to have a voice. Therefore, they should
be able to have a say of what they feel are
important to them in order to make them feel
comfortable. In return, this will hopefully make
them want to follow the rule even more since it
is one of their own.

In addition, I include the students in the process

of making the rules because I feel the classroom
should reflect those that are going to be
spending their time in it.

Rules
I start the procedure by stating a rule that is very important me while it is
being written with positive language. This rule is work and play in a safe
manner.

Next, I will tell the students that I need help coming up with the rest of
the rules of the classroom. I will ask them what rules they think are
important to them. As they tell me, I will list them on a big post it paper.

Then I will see if any rules are similar and see if I can blend any of them
together to ones that sound similar. I will then write the four to five other
on the strips of paper.

The students will then go to their seats and pick a rule and draw what they
think the rules mean. Then, we will come back together and go over each
rule individually and as well it being demonstrated. It will be demonstrated
by watching clips of following the rules as well as one of students not
following the rule and then they have to pinpoint out what the student is
doing wrong.

Rules
The rules will be in a prominent spot in the
classroom so that everyone can see it. And it
will be in a spot where they have to go to a lot
so that way it is easier for them to remember
the rules.

I have decided the rules will go on the wall in

between the carpet and my desk so that they
never have to turn around to see them and we
also utilize the carpet a lot so it that area will
help them remember where they are. I will also
make sure the rules are concrete so that way
they are more specific.

Routines: Movement
1. Using the restroom
If a student has to use the restroom they go take the bathroom
pass hanging by the door and go.
This allows the students to get up without talking, especially if
someone is talking, without them interrupting the conversation.
If it is a time in the day when they are doing an activity that
allows for an allotted time of quiet, this helps minimize the
chance of there being talking.
If the pass is not there, then that means that someone is out
and they must wait their turn. All this requires is for the student
to sit down and wait patiently and quietly for the person and
pass to return.
I will also have a separate pass for a drink of water if there is
not a water fountain in the classroom.

Routines: Movement
2. Exiting the classroom as a whole class
I will always call the students up in small groups in the
beginning of the school year to see how well they can
do it on small scale first. For example I may call them by
the groups of four, color shirt on, or first letter their
name begins with.
When called, there should be no running and their
hands should be to themselves while exiting the room
quietly.
As everyone learns to follow the rules, I will then
transition to telling the whole class to line up.
Ultimately, I feel it is better to practice in the smaller
groups first.

Routines: General
Routines/Procedures
3. Attendance
4. Lunch count
There will a table near the door area with different
containers labeled for lunch. All of the popsicle sticks
will be labeled with their names and when they come
in the morning they will move their stick to the
correct lunch container. The ones that are not moved
are the ones that I will assume are absent. I will
follow up just to make sure. If I see a lot of students
did not do it yet, I will remind them to do so. This will
help me to write down the lunch tallies as well as
using it as an attendance purpose.

Routines: General
Routines/Procedures
5. Updating the calendar
A job assigned for a student to do before morning
meeting and then I will go over it during morning
meeting with the whole class.

6. Recording tardiness
I record all their names of the students who come
in late on a post it since I could move it wherever I
like. It is will be in the same spot at my desk so
that way I always know where it is.

Routines: Lesson Running

7. What to do when an assignment is completed
Will be told in the directions I give since it will vary
depending on the assignment.
For example, if we are doing math and they finish
early I will have them do a math game. If they are
completing a reading assignment, then they can
include a book. Another option may include
completing their uncompleted work from their
folder or free choice.
This allows there to be change in the routine so
that way the students do not get bored of doing the
same kind of work every time.

Routines: Lesson Running

8. Distributing materials
One student will be the distributor from each group to
cut down on the traffic in the classroom.
If it was papers I would already have them on the desks
so that way they do not have to get up, time permitting
of course. If time is permitting the papers will already be
on the desks before they enter classroom.
However, if I do not have time to do this then I will
have the copies in separate piles of the different
worksheets so that way they do not get mixed up.
Additionally, this will keep me organized. This is then
when the distributor would come in to play by handing
out the papers to their group.

Relationships: Students
Know I Care About Them
1. Smile
Showing I am enjoying myself

2. Greet students at the door

I will greet students at the door. I can incorporate these two
strategies together because by me smiling at the door it will
show the students that I am excited but also happy to see
them. I hope by greeting them at the door they will feel
welcomed before they even step in the classroom. For
example, I can have everyone give me a high five before they
walk in the room, which will allow them to be more
enthusiastic before the day starts in the classroom.

.By doing both of these strategies I hope to give off positive

energy that passes on to them.

Relationships: Students
Know I Care About Them
3. Learn about students cultural backgrounds
By me asking questions it shows I am curious about
specific concepts that are important to them and
therefore, they want to share with me.
Shows that I am being a real person besides just
a teacher.
In addition to wanting to know about their
academic information, I also want to learn about
their cultural background. I want to learn about the
cultures that are important to them and I hope the
students recognize that I care about them and I
genuinely want to learn about them

Relationships: Community
Get to Know You strategies
1. Beach Ball
2. Human Scavenger Hunt

These strategies will allow the students to learn

more about each other by acquiring more about
their likes and dislikes. The students can learn about
each others interest and become better friends with
someone who shares the same interests they do.

These kinds of strategies are holding the students

accountable to learn something new about a peer.

Relationships: Community
Team building
3. Birthday Line Up
The students line up in order of their birthday.
During this activity no talking is allowed and there is
a set time limit.

Allows the class to really work together as a

team.

All three of these three strategies are great tools

to utilize in my classroom to make the classroom
feel more of community setting.

Relationships: Students
Parents
I believe it is important develop a positive and supportive
relationship with the students parents. I hope by using these
three strategies I have chosen it will help me build upon my
relationship with my students parents.

1. Sending home progress reports

In order to keep the parents constantly informed of how
their child is doing in the class.
Besides letting the parent know of a topic their child
struggled in, they will also be used to inform the parents if
their child had a good day or bad day. For example, if they
improved on a topic they were struggling in or if they
participated more then usual in class.
On these progress notes I will always have my contact
information, which will include my email and phone number
in case they would like to talk in depth about it or schedule
a meeting to go into further details about it.

Relationships: Students
Parents
2. Invite parents to help with classroom activities
Allows the parents to become more actively
engaged with their child environment where they
spend the majority of their day in.
For the parents, they can see how they interact
and this may cause the students to feel excited
that their parents are coming into the classroom.
Some classroom may include a holiday party or
career day

Relationships: Students
Parents
3. Website for the class
Consist of all the information about the events in
the class, contact information, an all about me
page and a weekly newsletter of any upcoming
assignments.
I will post the topics being discussed for the
subjects.
By having the class website, I hope the parents
will use it as a resource to see what is occurring in
their childs classroom, in addition to making
them feel welcome.

Discipline: Minor
The look
For me, the look is my eyebrows raised and then
looking at the student

Proximity
I will walk over to the students who are not behaving

Both of these will limit the amount of

disruptions to what is happening in the
classroom, especially if the students or I are
talking

Discipline: Minor
If the nonverbal strategies do not work I will resort to
verbal strategies, such as directing the student to
the task at hand so that they stop misbehaving, and
refocus on the task at hand.

Another strategy I hope to use is the I- Message

because I believe it is a very clear and
straightforward way to get my point across to the
students for when misbehavior happens in the
classroom.

Discipline: More Serious

The consequence will be logical and relate to the
misbehavior in order for the student to
understand what he or she did wrong

I will have a discussion with the student to make

sure they understand what they did wrong

Depending on the misbehavior, the

corresponding consequence may be calling
home to the parent. Then, once the parent
arrives, I will inform them on their childs
misbehavior, with the child present.

Discipline: More Serious

I will also use extrinsic rewards for a whole class
For example, if the whole class did well on a test

Those that are not behaving will be talked to

individually

Discipline: Chronic
Ecosystem approach
Focus on positive reinforcement while forming an
alternative approach and maintaining consistency
I feel it is important to still be positive when using
this approach because I do not want to make the
student feel bad about themselves or put them
down

Discipline: Chronic
Self-evaluate
The student is able become more aware of the specific
behavior that needs to be changed.
I will demonstrate the appropriate behavior.
It is the students job to evaluate themselves on whether
or not they displayed the appropriate behavior.
Receive reward once they stop repeating misbehavior.
The reward will depend upon the situation of the
behavior. This relates to reward reinforcement.
Furthermore, the student will be able to have some say in
what they would like the reward to be since they are the
ones earning it. This will hopefully cause them to be
more motivated.

Discipline
In general, I like to emphasize the use of
positive language in the classroom because I
hope this will prevent misbehavior and have
them refocus if they have to in order to get them
on task.

It is important to be direct when I am telling

them what to do instead of telling them what
not to do because then they have a higher
chance of doing it.