Evan

Steemken

Classroom Management Plan

Introductory Statement

The following document is my plan on how I will manage my classroom and my beliefs on what
will benefit the students the most in the situation given. It is my collection of Educational Theories and
time spent in the classroom that has brought me to the development of this management plan. I also
included a sample of my classroom routines that I will be including in my classroom.
Overall philosophy of classroom management (Theorists)

I believe that students are motivated to fulfill their emotional needs and will watch role models
and follow their leads. (Maslow)
I believe that teaching within the Zone of Proximal Development is important and is a way to
ensure the students are learning and understanding the information. (Vygotsky)
I believe it is important for me to create a positive learning environment that encourages
learning and cooperation in the classroom. It is my responsibility to enforce these methods and
help students learn in this environment. (Skinner)

Specific classroom practices planned to create a productive and positive classroom environment

I accept my role to create a positive classroom climate that will both challenge the students and
promote cooperative learning.
I accept my role to create a classroom where the students have clear traffic areas, all parts of
the room are visible from where they sit, and students have access to the materials they will
need throughout the day.
Students will have clear expectations on what they are supposed to do as soon as they walk in
the door.
I accept my role to differentiate my instruction so that all students of all abilities are able to
learn to their fullest ability.

Use of classroom rules and routines

I will have a set of rules and requirements for my classroom that the students will be apart of
creating at the beginning of the year.
I accept my role to create classroom rules and procedures that allow for a fun and focused
learning environment.
We will reinforce the rules throughout the year and specifically, when rules are being
consistently broken.
It is my duty as the teacher to provide the withitness in the classroom and be able to understand
when the rules are being broken and how to guide the students back to the rules and routines.
The rules will be addresses for the first few weeks of class to ensure the students understand
what is expected of them.

Evan Steemken
Student involvement

Problem solving will take place in 8 simple steps with the students:
1. Approach the problem calmly with empathy
2. State, Boys and Girls we have a problem"
3. State the problem
4. Remind about which rule or routine is affected
5. Define the affects of the classroom
6. Engage in dialogue and search for solutions with students
7. Secure agreement on what is to happen
8. Teacher monitors closely
Problem solving steps allow students to feel involved and more inclined to take initiative to
follow the rules and routines that they took part in creating.
Students are encouraged to participate in classroom discussions.
Students will work together in small groups to talk about ideas, work on projects, and
participate in other activities.
Students will be encouraged to participate in hands on activities throughout the year.
Students will be expected and required to follow the rules and routines set forth by me, the
teacher, and the students at the beginning of the year.
If the students do not follow the rules and routines, they will be aware of the consequences.
Students will be given incentives both individually and as a whole.

Parent Involvement

Parents will be informed at the beginning of the year of the classroom rules and routines.
Parents will be notified about students behaviors both good and bad.
Parents will be invited in to the classroom for a variety of times when students are showcasing
their work.
Parents will be invited in to the classroom when they have questions or concerns.

Interfacing with building and district policy and procedures

It is my personal responsibility to know and understand the building and district policies and
abide by them whole-heartedly.

Discipline Plan

I believe it is important to develop both natural and logical consequences in the classroom.
I will also implement other consequences for routine bad behavior such as:
o Time in from recess
o Sit away from the group of students or in front of the classroom
o Time after class to discuss behavior and possible phone call to parents

Evan Steemken
Sample of Rules and Routines

Handbook of Classroom Routines

This is the Classroom Routines Handbook that tells what rules and procedures I have in my
classroom and expects the students to follow. Students will be given a handbook and sign the bottom
saying that they will abide by the rules of the classroom. This is to ensure that the learning
environment is safe and educational for all students. The following table reflects routines I will
incorporate in to my classroom.

Room Use

A. Teachers Desk and

Storage Area

Storage Areas will be closed so the students

know what they can and cannot access. The
teachers desk is to only be accessed if
directed by the teacher. The only things that
allowed to be accessed without direction will
be the stapler, extra pencils and the tape.

B. Student desks and Storage Students desks and areas are to be neat and
Areas
clean. They will be asked to organize their

desks to make the things they need easily
accessible to not cause distraction or waste
time when going from activity to activity. This
will be demonstrated once to the class and
rehearsed for the first week then will be
expected of them to complete on their own.

C. Storage for Common
Common materials will be stored on a table
Materials
in the back of the room or on my desk. These

supplies will not need direction to be
accessed, but the students will have to sign
out items so if they are lost it is known who
had them last.

D. Drinking Fountains, Sink,
Drinking Fountain: The students will be
and Pencil Sharpener
encouraged to bring water bottles to the

classroom. If this is not done, the students
will have to ask for permission to go to the
fountain and can go when told yes.
Sink: Sinks will be in the bathrooms and only
be accessed when instruction is not taking

Evan Steemken

E. Restrooms

F. Centers or Equipment
Areas

G. Computer Stations

H. Board

place or the bathroom was used. There will

be hand sanitizer in the room on the supplies
table.
Pencil Sharpener: This can be accessed as
long as there is no instruction occurring at
the time.

The restrooms will be allowed to use
whenever there is a need. However, the
students will have to ask the teacher to go
and take a hall pass when they leave. Only
one student will be allowed to go at a time.

Students will be assigned to certain areas or
to take care of the equipment. Jobs will
change every week.

Students will be allowed to use the
computers for AR Reading Tests during
reading time and when they are instructed to
from the teacher. Otherwise, they are not to
be used.

Students may not write on the board unless
instructed. One student will be named the
board eraser for their job for the week.

Individual Work and Teacher-Led Activities

A. Attention during
presentations

B. Participation

C. Talk Among Students

Students will be required to have their

pencils down, computers shut unless
instructed to open them, and full attention
on the person presenting to the class. They
will raise their hand if they have something
to discuss.

Participation is required and will be graded.
Students are too be asking questions and
responding to their peers or sharing stories
of something they relate with to the lesson.

Talk among students is acceptable if there is

Evan Steemken

D. Obtaining Help

E. When Individual Work Has

Been Completed

no presentation occurring and the talking is

not loud. The students will not be allowed to
talk during tests or quizzes as well.

To obtain help, the student will raise their
hand quietly and ask for help when the
teacher is able to come help the student. If
they are waiting for a while they are to skip
the question and come back to it when the
teacher is ready.

When individual work is completed students
are too read quietly or finish homework that
needs to be done for the day. They are to
stay in their seat unless instructed otherwise
by the teacher.

Transitions into and out of the Room

A. Beginning the School Day The students are to come in quietly and sit in

their seats and read the schedule for the day
and get materials out that will be needed.
Then they can do homework or read quietly
until instructed by the teacher.

B. Leaving the Room
Students are to quietly get out of their seat

and line up at the door without the volume
increasing to high.

C. Returning to the Room
Students are to go straight to their seats and
wait quietly for instruction from the teacher or
do a Bell Ringer that is on the board.

D. Ending the Day
To end the day, the students will pack their
bags and sit in their seats talking quietly to
their classmates until the bell rings to dismiss
them.

Procedures for Small Group Instruction

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A. Getting the Class Ready

B. Student Movement

C. Expected Behavior in
the Group

D. Expected Behavior
Outside of the Group

E. Materials and Supplies

F. Using Multiple Groups

The students will be instructed on which group

will be with the teacher and what the other
groups or individuals will be working on when
the teacher is with a group. There will be
expectations for the students to talk quietly
and stay on task.

Students will only to be moving if the activity
requires it and when they first move to go to
their groups.

In the group the students are expected to
participate and have done the assignment that
was sent home last time so the teacher can go
over the assignment with all the students.

Outside of the group, the students are to be
working quietly on their own work and
expected to finish their work for the given
amount of time or it is take home.

Materials and Supplies will be either given to
the students or the students will know where
to access the supplies. The students will be
given instructions on the tasks and instructions
on what the materials and supplies will be used
for.

There will be instances where there are
multiple groups and students are expected to
talk quietly to each other. This will be
monitored by the teacher and executed by the
students.

General Procedures

A. Distributing Materials

B. Classroom Helpers

Teacher will distribute the materials needed

for assignments. If it is just to distribute paper
or a worksheet, a student will have that job for
the week.

There will be multiple classroom helpers for

Evan Steemken

C. Expected Behavior in
the Group

D. Restrooms

E. Library, Resource
Rooms, School Office

F. Cafeteria

G. Playground

H. Fire and Disaster Drills

Managing Student Work

different jobs within the classroom. The

students will be rotated through the jobs and
everyone will get a turn.

In the group the students are expected to
participate and have done the assignment that
was sent home last time so the teacher can go
over the assignment with all the students.

The restrooms will be allowed to use whenever
there is a need. However, the students will
have to ask the teacher to go and take a hall
pass when they leave. Only one student will be
allowed to go at a time.

There will be a hall pass that the student can
take to go to these rooms. Or a teacher or
assistant will come and get the student and
walk with them to the room they are supposed
to be at. The students will ask politely to take
the hall pass and only one student can go at a
time unless accompanied by a teacher.

Cafeteria will only be used during lunchtime.
The students will line up to leave and walk
quietly in a line to the cafeteria when it is time
for lunch.

The playground will be used at recess or for a
lab where a teacher accompanies them. The
students will walk quietly to and from the
playground and not distract other classes.

Students will be instructed on what to do in
these different disaster situations and there
will be signs posted for what to do in each
situation. Students will do the drills with the
school and go over what they are to do with
the teacher in the first week of school.

Evan Steemken

Communicating Assignments and Work Requirements

A. Where and how will

you post assignments?

B. What will be your

standards for form and
neatness?

C. How will absent

students make up
assignments?

D. What will be the

consequences of late or
incomplete work?

Students will be informed about the

assignment after the lesson. Then the
assignment will be written on the board under
the subject category where it will be posted
until it is supposed to be turned in.

Students need to be neat and tidy with their
writing and their projects. If I cannot read their
writing then I cannot grade their writing
therefore the student will receive s zero. There
are extenuating circumstances that could be
discussed with the teacher.

Absent students will be sent home the
assignments for the day. The absent student
will have one extra day to finish the
assignment that was missed.

Late work will be accepted only after two days
with 50% off the assignment. After two days
the work will no longer be accepted.

The teacher will first question incomplete work
with the student. If the student just forgot to
do it they will get one day to finish. If they just
didnt want to do it. They are counted wrong.

Monitoring Progress on and Completion of Assignments

A. What procedures will

you use to monitor work in
progress for individuals?

B. What procedures will
you use to monitor work in
progress for groups?

Students scores will be stored in to a

database and will be monitored by me.
Students parents will have access to the
scores of only their students.
Members of groups will have assigned jobs
within the group so everyone is participating
and each student can be scored on a group
score and individual score.

Evan Steemken

C. How will you determine

whether students are
completing assignments?

D. How will you manage
completed assignments?

If the assignment is done with everything

answered and completed according to the
directions or rubric.

Completed assignments will be scored and

then kept in a personal folder for each
student.

E. Will students keep
Each student will have some form of a
portfolios? If so, how will
portfolio. They will be allowed to select
entries be selected, and
entries to put in and the teacher will also put
how will students reflect on in some entries to the portfolio as well.
them?
Students will look back at the portfolio at the

end of the year and make a description on
what is in the portfolio and what they
learned over the year.

F. What records of student Students scores on assignments,
work will you retain?
participation, attendance, and other notes

from the teacher will all be stored on a
database.

G. How will you encourage Students will be asked to monitor
students to monitor
themselves by turning in assignments on
themselves?
time and staying on task during the day.

Feedback

A. What are your schools

grading policies and
procedures?

94%-100% - A
86%-93.99% - B
78%-85.99% - C
77& - Below is Failing

B. What kind of feedback Feedback will be provided in the database
will you provide and
with an assignment or a few assignments so
when?
the parents can see progress or why the

student seems to be slipping.

C. How will you encourage Students will be asked to go over their
students to reflect on their progress with their parents.
own progress?

Evan Steemken

D. What will you do when

a student stops doing
assignments?

The teacher will first talk to the student

individually and ask them why they have not
been completing assignments and staying in
at recess to do them. If this does not help,
the students parents will be contacted.

E. What procedure will you The portfolio and the database will both be
follow to share student
ways to share student work. Students will
work with parents?
also be given their assignments back to show

their parents.
F. How will you handle
The teacher and the student will handle
grading disputes?
grading disputes. If the student proves the

teacher wrong without questionable doubt,
the teacher will fix the score.