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Briana Bruin
EDU 5310
12/4/15
Classroom Management Plan
Preamble:
My educational philosophy is that all children should have the
opportunity to acquire a safe and fulfilling education. In order for this to
happen, I must be able to create a safe and open minded classroom. I expect
each child to work together with both their peers and with me in a way that
is kind and respectful. This will create an atmosphere that students will enjoy
being in and will help them confide in me if anything is amiss in their lives,
inside and outside of school.
My main goal this year is to help children learn the curriculum through
preventative techniques, guiding techniques, intervention strategies,
maintaining classroom procedures, and communicating with
parents/guardians on a regular basis. I will not only help children learn
cognitively through these strategies but I also want them to learn to become
good citizens in their community. My job is to teach them these skills so that
they will be able to apply them outside of the classroom to future careers.
In order to actively create a successful atmosphere where children can
be engaged and learn these techniques, there must be an active
management plan in place. In this plan, I will focus more on positive
reinforcement for good deeds, rather than punishment for bad behavior. I

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believe it is important to focus on every students accomplishments because
it will highly increase engagement and intrinsic motivation. Overall, I hope to
continually implement this management plan throughout the school year to
create a good atmosphere.
Preventative Techniques:
1. Classroom Rules:
a. My future classroom will have 5 main rules. The rules will be
posted in front of the classroom on the board and will be
practiced and reinforced year- round. I will provide good and bad
examples of what each rule looks like so students will have clear
expectations.
i. RULES
1. BE RESECTFUL of teacher and fellow students
2. DO NOT TALK when teacher is talking
3. BE PREPARED! Bring all materials to class every day!
4. FOLLOW DIRECTIONS! When I tell you to do
something, you should do it!
5. DO YOUR BEST! Stay on task and always try your
best with every assignment.
2. Teaching procedures:
a. Students will be given multiple times throughout the year to
practice procedures such as lining up, asking to get
drinks/bathroom breaks, homework, tardies, late work, etc I will
model these procedures for students and they will practice
demonstrating these procedures after I model them. We will
spend the most time doing this the first couple weeks of school
and when students come back from winter break in January. A list
of procedures will be given to substitute teachers and will be

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sent home with students to give to parents the first two weeks of
school. Some examples of common classroom procedures are
listed in the procedures section of the CMP.
3. Classroom arrangement: Tables will be arranged so that there are 4-5
tables in a cluster. All tables will be positioned in a way that makes it
easy for students to see the board. Each student will have their names
on their desks and pouches to put materials. SMART board, doc cam,
projector, etc.. will be located in the front of the room. The class will be
decorated with various supportive ideas, rules/responsibilities, and
classroom jobs.
4. Classroom jobs: Each student will be in charge of classroom jobs for
that day. Each student will be rotated daily and will repeat once all
students have been chosen. The name of the student will be hung up
in the front of the room at the beginning of each day. (Instead of
having each student assigned to a particular job each day I will use
tables each week. So table one is in job of running errands, table 2 can
pass out papers, etc..)
a. Run errands- Run papers to other classrooms, run to grab
b.
c.
d.
e.
f.
g.
h.

something, etc..
Pass out papers- Pass out papers to other students
Secretary- Help organize and file papers
Botanist- Water plants
Line leader- Lead the line
Politician- Lead the class in the pledge
Chef- Pass out snacks
Custodian- Clean tables in lunch room/ make sure all tables are

clean at end of day

i. Teacher- Teach substitute/visitors about classroom procedures

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5. Engaging curriculum: I will be referencing a handout from our class
called The Big Eight. These are eight strategies that teachers can use
to maximize student learning and retention. These eight strategies
should be used on a daily basis to increase student engagement.
a. Expectations: Teacher ensures students know what to do and
how to do it. This means clearly defining specific behaviors and
procedures we want our students to follow. (Make sure to have
rules clearly visible in classroom) We should also demonstrate
and teach these behaviors on a regular basis. Allow students
ample opportunities to practice what we expect.
b. Attention prompts- I will use the attention prompt One, two,
three eyes on me! One, two, eyes on you to get the students
attention and help them focus on the task at hand. I will clap and
recite the phrase One, two, three eyes on me! Once I have
students attention I will expect them to recite the phrase one,
two, eyes on you! and be quiet and listening to what I have to
say. I could also turn off the lights, hands on top everybody
stop, clapping and raising hands, etc..
c. Proximity- I will constantly be scanning and walking around the
room to make sure students are on task during group and
independent work. If a student is off task I will walk next to them
and remind them to stay on task. If a student needs help I will
position myself to their level so they can feel like I am on their
level and not overpowering them.

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d. Cueing- I will use positive, clear, and effective verbal cues to
clarify, maintain, or redirect activity. Stay on task, I really like
how youre working so hard, I really like how youre quiet,
everyone should follow so and sos example (This signals
students to model what good behavior looks like and I will have
students clip up when they are showing proper behavior)
e. Signals- I will have students raise their hands when they are
finished with a task. I will then walk over and give them
directions on what to do next or check their work.
f. Time limits- I will give students about 5-10 minutes to work on
individual and group work. I will let students know when it is time
to start cleaning up and give them about 1-2 minutes to clean
up. I will set a timer so students know how much time they have.
g. Tasking- I will use clear and concise directions for students to
ensure they are always actively engaged. I will also use
questioning strategies, purposeful and thought provoking
activities, and other tactics to direct learning. If students
complete an activity early they will pick a library book and read
quietly until the rest of the students are finished.
h. Voice- I will be loud enough so students can hear me, but not in a
way that is overpowering. I will have a neutral but firm pitch so
students know Im in charge but not intimidating. My voice will
be full of excitement and passion so students can feel welcome
and included. I will focus on using positive language in the
classroom so my students will be positive as well. (I will also

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make sure to not be too loud, because this turns off students
from what I am saying)
6. Team and Community Building
a. Team building, reinforces new information, addresses students
concerns, and helps create personal meaning to improve student
retention of new information and skills (Newstrom, 1998).
b. We will be engaging in community building every day at the
beginning of the day.
i. Every morning as part of our D.O.L.s students will conduct
in a Think Pair Share where they think (30 seconds), pair up
with a partner and listen as one student shares their
thoughts about the previous days lesson. Then they will
switch and the other student will share.
ii. Every Friday we will do a variety of Team building activities
such as the Hula Hoop Game, The Home Alone game, the
Find who has the object game, etc
7. Cooperative Learning
a. Generally speaking, most students do better in school when
allowed to work in supportive learning groups (Charles, 2011).
b. Usually, students will work individually, but for some
assignments I may pair up students for put them into small
groups. Some groups may be assigned according to level
(reading groups) where as others will simply be at the tables
around them. I may occasionally randomly pair off students by
who they are sitting next to or I will number them off 1,2,
c. I will make sure students know to be responsible, respectful, etc..
when in pairs or groups.
8. Maintaining a positive classroom environment

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a. I intend to make my classroom a positive and safe place for
children from all sorts of backgrounds. There are multiple way to
help build a positive environment where children are valued and
respected. Some techniques I will use will be from the book,
Building the primary classroom (Bickart, 1999).
i. Use positive language and model how you want children to
treat each other. Be specific. I really like how you were so
quiet. I really appreciate how you are on task
ii. Provide a place for students to calm down. This could be a
time-out chair or another place in the classroom for
students to cool down. (I can also use a buddy room for
think time)
iii. Make accommodations for children with special needs. Ex:
If a child has a wheelchair make sure they can get around
comfortably. (Also I will make accommodations for ESL or
lower level students. I will bring the content down to their
level, let them copy the words if they dont speak English,
give personalized support during independent work, etc..)
iv. Provide space and time for large motor movement. Make
sure to incorporate plenty of opportunities for running,
jumping, etc.. Make sure there is enough space for big
open class meetings to happen on a regular basis.
9. Class Meetings
a. Class meetings will be held daily on the rug at the end of the day.
There we will talk about what students learned, what went well,

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what didnt go well, etc.. We may also meet on the rug for
discussion based lessons, story time, etc..

Supportive Techniques

I will use various guiding techniques such as clip charts to help

reinforce students to stay on task. I will have a clip chart and
anytime students are on task I will tell them to move their name
up to Good (1), Great (3), and Awesome (5). I will also have
places to move down (-1, warning, -2 reflection, -3 call home, -4
office referral). It will be my goal to have all students reach
awesome by the end of the day. (At the end of the day all
students who reach awesome will get some sort of reward. This
could be picking something small from a prize box, in class

money, etc..)
I will be in close proximity to the students when they need
guidance and support. I will also use open body language when
teaching lessons and circulating around the room. (body facing
students, proper posture, getting down to their level when

helping, etc..)
When circulating the room, I will make sure to not be too

intimidating but still make sure students are on task.

I will use a timer to time tasks and transitions.

Intervention Techniques

When a student reaches below warning on the clip chart, they

will have to write a reflection on what they did using a special
reflection letter I will give them. They will write about what they
did, why it was wrong, and what they will do differently in the
future to prevent it from happening again. (they will go to a

buddy room for this level)

When a student reaches below a reflection, I will make a call
home to the parents to tell them what happened. After that the

student will get an office referral and miss a recess.

Anytime a student has a clip on warning or below I will have a
one on one talk with that student. We will talk about why the
student is doing what they are doing, what they can do instead,
etc I will also talk about how to peacefully resolve conflicts with
other students to the whole class throughout the school year.
For students who have severe behavior problems, I will have a
behavior contract set up with specific rewards/ consequences for
that student.
Procedures
1) When students come into the classroom
a) The very first thing students must do is wait in their designated
spot for me to come and get them. I will wait until students are
quiet and then we will walk to the classroom in a single file line.
b) Students will put away their backpacks in their lockers/ hooks
and will take out any materials needed for the day, including
pencils, erasers, homework folder, etc..

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c) For the first 15 minutes students will work on a daily D.O.L. The
prompt for the day will be located on the board. This will
reinforce language arts skills learned in previous lessons.
d) The daily schedule with times will be located at the front of the
classroom along with the days date.
2) Bathroom/ water breaks.
a) Students will only be allowed to go to the bathroom or get a
drink of water if they are at recess or are working on a task
quietly. Students may not go if I am teaching a lesson or if they
are in line to go somewhere. I will only make an exception if I
deem the situation as an emergency or have been told by a
medical professional that the student has medical issues that
requires them to go to the bathroom/get a drink frequently.
b) Students will raise their hands and ask to go to the bathroom/get
a drink. They will then grab a hall pass. Student may only line up
one at a time to go get a drink. I will send a maximum of two
students to go to the bathroom at a time. Students that play
around or take too long will lose their individual privileges.
3) Lining up/ transitions
a) Students will be dismissed by tables. Students should be quiet,
with their hands folded and siting up straight. Students will then
tuck in their chairs as I dismiss them and walk quietly to line up
at the door. Students will be expected to be quiet in the halls. If
not, they will practice during recess time.
4) Emergency drills/assemblies/substitute teachers
a) Students will be expected to be respectful and quiet during
assemblies and drills. Students will follow all directions given to

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them during these times and playing around will not be
tolerated. (If not they will lose recess minutes)
5) Pencil sharpening
a) Each student will be given their own personal pencil sharpener at
the beginning of the year. If they lose it they will owe me a
reward ticket. (I will have sharpened/ not sharpened pencil jars
available for students to use throughout the year.)
6) Homework
a) Students will be expected to complete the prior days homework
to the best of their ability. I will place a sticker on their planner
for every day they have their homework. If they bring their
homework for an entire week they will get a reward (a treat, a
cube for a classroom party, a reward ticket, etc..) If students do
not do their homework from the previous day they will miss
recess for that day and work on homework. If a student is
absent, they will have 3 days to make up the missed
assignments. After that they will lose a recess.
b) We will correct the previous days homework at the beginning of
the day. Students will be called up to go over the homework and
explain their thinking process.
7) Group Work
a) Students will be expected to work together and cooperate in
group work. Students will work with their tables, leveled groups,
and random numbered groups. The type of group will depend on
the assignments/ class work
8) Rubrics

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a) I will use rubrics for specific assignments or group projects. The
rubric will have 3-4 levels and specific requirements will be
fleshed out so student understand what is required.
9) Late/absent
a) Students who are late must check into the office, give me a
reason why they were late, and a tardy slip. Students who are
chronically late/absent will have their parents contacted ASAP.
(After 5 absences a letter will be sent home and we will work
together with the school counselor to come up with a solution for
chronic absenteeism. Every day that all students are at school
and on time will get a letter towards a word. When students
complete a word the class will get a reward)
10) End of the day
a) Students will clear off their desks and put all materials in their
proper places. Students will be dismissed by tables (same as
morning) to put up their chairs, grab their homework, put it in
their folders, and go get their backpacks.
Communication with parents/guardians
I will send newsletters home with students every Monday.
I will make phone calls home if the student reaches that level on the
clip chart or if the student is chronically absent/ tardy. In special
circumstances I may conduct a home visit with the school social
worker.
I will use the ClassDojo webpage to update what is happening in the
classroom and any important reminders for parents/guardians. I will
also send out a weekly email or mass text to parents.

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For SEP conferences I will focus on student strengths and have
students come up with a goal for the next semester/ next SEP
conference. I will share these with parents and show student work and
scores on standardized tests. I will encourage parents to work with
their children outside of the classroom on homework/ extra practice.

References
Brinkman, A., & Forlini, G. (2009). Help teachers engage students: Action
tools for administrators. Larchmont, NY: Eye on Education.
Bickart, T., & Jablon, J. (1999). Building the primary classroom: A complete
guide to teaching and learning. Washington, DC: Teaching Strategies
Charles, C. (2011). Building Classroom Discipline (10th ed., pp. 115-116).
Boston, MA: Pearson.
Newstrom, J., & Scannell, E. (1998). The big book of team building games:
Trust-building activities, team spirit exercises, and other fun things to do.
New York: McGraw Hill.