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    Alison Gipp - Classroom Management Plan

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    This document outlines a classroom management plan including procedures, routines, rules, and a reward/consequence system. Key procedures include hand signals, turning in homework, transitioning between activities, and end of day tasks. Routines include morning work, checking the daily schedule, and using time warnings. Rules focus on respect, voice levels, belongings, and staying on task. For rewards/consequences, the plan proposes using ClassDojo points and a behavior chart with clothes pins to positively and negatively reinforce student behavior. Specific steps are provided for teaching the procedures and routines to students through repetition and modeling. Consequences for not following procedures include reminders, assigning student helpers, and praising those who are on task.

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    Alison Gipp - Classroom Management Plan

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    227 views5 pages
    This document outlines a classroom management plan including procedures, routines, rules, and a reward/consequence system. Key procedures include hand signals, turning in homework, transitioning between activities, and end of day tasks. Routines include morning work, checking the daily schedule, and using time warnings. Rules focus on respect, voice levels, belongings, and staying on task. For rewards/consequences, the plan proposes using ClassDojo points and a behavior chart with clothes pins to positively and negatively reinforce student behavior. Specific steps are provided for teaching the procedures and routines to students through repetition and modeling. Consequences for not following procedures include reminders, assigning student helpers, and praising those who are on task.

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    This document outlines a classroom management plan including procedures, routines, rules, and a reward/consequence system. Key procedures include hand signals, turning in homework, transitioning between activities, and end of day tasks. Routines include morning work, checking the daily schedule, and using time warnings. Rules focus on respect, voice levels, belongings, and staying on task. For rewards/consequences, the plan proposes using ClassDojo points and a behavior chart with clothes pins to positively and negatively reinforce student behavior. Specific steps are provided for teaching the procedures and routines to students through repetition and modeling. Consequences for not following procedures include reminders, assigning student helpers, and praising those who are on task.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    227 views5 pages

    Alison Gipp - Classroom Management Plan

    Uploaded by

    api-518692490
    This document outlines a classroom management plan including procedures, routines, rules, and a reward/consequence system. Key procedures include hand signals, turning in homework, transitioning between activities, and end of day tasks. Routines include morning work, checking the daily schedule, and using time warnings. Rules focus on respect, voice levels, belongings, and staying on task. For rewards/consequences, the plan proposes using ClassDojo points and a behavior chart with clothes pins to positively and negatively reinforce student behavior. Specific steps are provided for teaching the procedures and routines to students through repetition and modeling. Consequences for not following procedures include reminders, assigning student helpers, and praising those who are on task.

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    of 5

    Alison Gipp

    Professor Roshandel
    TED 500
    July 27th, 2020

    Classroom Management Plan


    A: PROCEDURES:
    1) Hand signals for the bathroom, getting water, getting a tissue, asking a question.
    2) Put last nights completed homework in the box at the front of the room
    3) Establish a chant for preparing students to walk through the halls
    4) Have students ask 3 classmates before they ask the teacher when either doing group or
    independent work
    5) Morning procedures: Enter the classroom quietly and respectfully. Sit at your desk and
    quietly begin morning work
    6) Transition procedures: (getting ready for recess/lunch): Return supplies to where you
    found them. Clean up the desk. Grab everything you are planning to take to recess or
    lunch (snacks? Balls? Lunch box?)
    7) End of day procedures: Check mailbox for graded work and papers to be sent home.
    Cross check that the homework listed on the board matches the homework written in your
    planner. Make sure to put all items you wish to take home into your backpack. Push in
    chairs, clean up around your desk. On the way out… verbal exit ticket, something you
    learned today.

    o ​How will students learn the procedures? Write out each step.
    1) The students will learn the hand signals for each request through practice. The teacher
    will show the students the hand signal that corresponds to each request. The students will
    recall the hand signals through repetition. In addition to remembering them, there will
    also be an anchor chart on the wall that has the signal and meaning on display for
    reference.
    2) During the first weeks of class the students will do a scavenger hunt of the classroom.
    Questions on the scavenger hunt would be something like “where can you turn in
    homework?” “where can you find a sharpened pencil”. The answers for these questions
    would be: “in the box at the front of the room” “at the teacher's desk”.
    3) The students will learn through repetition a chant for preparing themselves to walk
    through the halls. An example of one I found online was “If you are ready for the hall, tap
    your toes, if you are ready for the hall tap your nose. There is no talking at all when we
    walk through the hall. If you are ready for the hall, lips go close” Post a colorful written
    example by the door and have the students recite the chant with you every time you
    prepare the class to walk into the hall.
    4) Students will be instructed to utilize their table groups for questions they may have
    regarding directions or confusion. For students who might have issues with always asking
    the teacher first, a card with the questions: did you… ask someone at your table? Did you
    ask 2 other students? Once they have answered yes to both of those questions then they
    are welcome to ask the teacher for help. This will help with the teacher feeling
    overwhelmed with questions.
    5) Students will familiarize themselves with a morning routine. The morning routine will be
    the same everyday. This will help the students learn to enter the classroom ready to learn.
    The students will learn the morning routine through repetition and practice. After a few
    weeks of practicing the morning procedures students should be expected to complete the
    tasks without being asked
    6) Students will be able to transition from classroom work to recess or lunch. By
    implementing a straightforward transition period, students will be able to maximize their
    time in the classroom. The teacher can remind them with time increments how much time
    they have until it is time to transition. The teacher can implement things such as flipping
    the lights when there is 5 minutes remaining and clapping her hands when it is time to
    clean up. Students will be able to know the meaning of these actions by repetition and
    practice and the teachers ability to be consistent.
    7) Students will learn the importance of a end of day routine. Remind the students that they
    must remember what to grab and check before leaving the classroom for the day. Remind
    the students that it is important not to leave the classroom without doing these things
    because they will eventually not be able to turn in homework that they have left behind.
    This will help the students become responsible. The students will clean up their area
    every day. Students will see the importance of cleanliness when they are able to start each
    day with a clean workspace.

    o​ What happens when students do not follow procedures?


    ● If the students don’t follow the procedures the first thing I would do is simply remind
    them of the procedure. I would focus on repetition. I would repeat the desired procedure
    over a couple of times and model if necessary. If the student continues to not follow the
    procedures I might assign a student to be that student's “helper”. The “helper” will quietly
    remind the student of the guidelines of the procedure. By utilizing a helper, it will allow
    the teacher to focus on the rest of the class.
    ● The teacher will positively reinforce the students who ARE following the procedures.
    This will allow the students who are not following the procedures to have someone to
    model off of. In addition to this, the students who are not following the procedures might
    feel left out of the praise and start to follow the procedures.
    B: ROUTINES
    1) Before entering the classroom, the students will hang their backpacks on the hook outside
    and grab out last night's homework to put in the turn in box
    2) Once homework is turned in students will begin their morning work listed on the board
    3) After morning work, students will come to the carpet area where one student will read
    aloud what the schedule for that day says and remind the class of any upcoming
    assignments that are due within that week
    4) Upon arrival back at their desks, students will know what workbook to pull out based off
    of what subject is listed on the schedule for that day
    5) Students will work out of the workbook until it is time for recess
    6) Students are kept on track by the teacher's use of time warnings. “10 more minutes” “5
    more minutes” “time to start cleaning up for recess”

    o ​What happens every day or period?


    ● The procedures for everyday are listed above
    ● If there is a difference in the schedule, the students will be told by the teacher during
    carpet time
    ● By having the students do the same routines daily, it will help them stay organized and on
    track. They will always know what to expect as they enter the classroom and begin their
    day

    o How do students know what will happen during that time?


    ● Students will know that when they enter the classroom they are expected to jump right
    into independent work.
    ● They know what they are expected to do as their morning work is listed in order of
    importance on the board
    ● They know that they have 5 minutes to complete their morning work because there will
    be a timer counting down on the board
    ● Once morning work is completed or once 5 minutes has passed, the students join together
    on the carpet eager to see what the teacher has planned for their day
    ● Once a week the students will receive classroom jobs. The students know who has what
    responsibility for that week as it is posted on the wall. This will save the teacher time
    with picking a helper and also it will help avoid the disappointment of not being picked to
    help.

    C: CLASS RULES:
    1) Respect others and yourself
    2) Use your inside voice at all times
    3) Respect the personal belongings of others
    4) Follow the instructions the first time they are given
    5) Time is valuable, stay on task

    o The rules should support the implementation of procedures and routines.


    ● In order for the routines and procedures to work fluidly, students must also have a set of
    class rules
    ● The class rules should be read and taught explicitly
    ● Classroom rules must be posted in the classroom at all times
    ● In order for the procedures and routines to work, students must respect their classmates,
    their teacher and the classroom and student belongings. The rules will remind the
    students of these.

    D: REWARDS AND CONSEQUENCES


    What is your reward/consequence system within your classroom?
    ● In my classroom I definitely want to use Class Dojo as a reward and consequence
    system. When I observe preferred behavior I will say “I see ____ ready to learn” and I
    will give them a Dojo point. When you give a point on class dojo it makes a positive
    sounding noise. When you take a point away on class dojo it makes a negative sounding
    noise. I believe that this provides the students with an immediate reaction to their
    behavior and I have seen first hand in the classroom that students respond very well to
    this.
    ● In addition to Class Dojo I really like the use of this as a consequence/reward system. I
    really believe that when children have to physically move their clothes pin it helps them
    see that they are in charge of their own actions. Everyday the students clothes pins will
    start at the “ready to learn” square. Throughout the day the teacher will ask the students
    to move their clothes pin to its appropriate square when behavior is observed.
    o List ideas you have seen in classrooms or videos that you think would work well.
    ● In Reading response #2 I wrote about a behavior system that I observed during my
    fieldwork hours. The school I observed was Cottonwood Creek School in Dublin, CA.
    The teacher I observed was Ms. Peters. ​When I was doing my volunteer hours, one of the
    teachers that I worked with had a great example of a token reinforcement system. In this
    teachers class, at the beginning of the year when she was going over her classroom
    expectations, she had the students decide what the rewards were and how much they were
    worth. At each student's desk they would have a card with their name on it, and numbers
    1-20. As the teacher was doing a lesson, or as the students were doing independent work,
    she would go around the classroom with a highlighter and cross of a number. The
    students could then redeem the points for the rewards they had decided on. I love this
    idea and I definitely will incorporate it into my classroom. In addition to this, she would
    also reevaluate the rewards and points throughout the school year. She would ask the
    students for example, “Do you think lunch with the teacher should remain worth 40
    points? Or should we make it worth more? Less?” I also loved this idea because it creates
    community in the classroom and gives the students a voice.

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