Classroom Management Plan*

Introduction
The goal of classroom management is to provide a safe, caring, and productive
environment that is conducive to student learning. Research indicates that a teachers
classroom management abilities have a significant impact on student learning. Effective
classroom management is based on prevention. Strategies such as teaching proper
procedures and reinforcing expectations, building strong relationships, establishing a safe
and caring learning environment, planning engaging lessons, and paying attention to
effective instruction will prevent most behaviour problems. There are times, however,
when direct intervention is necessary and you should be prepared for this contingency as
well. Your assignment is to consider the following information, consult the secondary
sources, check your schools management policies, and consult with your Teacher
Associate so that you can successfully complete the Classroom Management Plan
below. The assignment is divided into three sections: Procedures, Positive Relationships,
and Interventions. The completed plan should be included in your Professional Portfolio.

For further information see:

Evertson, Emmer & Worsham, Classroom management for elementary teachers. End of
chapters 1-4. (372.11024 Eve).
Bennett & Smilanich, Classroom management: A thinking and caring approach. Pages
166-68. (371.1024 Ben).

Procedures, Routines, and Expectations

Procedures are the specific activities that formalize the teachers behavioural
expectations. They generally aim at the efficient and effective structuring of classroom
behaviours, with minimal disruption of teaching and learning. The practice of classroom
management guides students to adopt and internalize procedures so they occur
automatically. The intent is for procedures to become class routines. Your Teacher
Associate and you (with input from the class) will establish the expectations for
classroom interactions, work habits, completion of assignments, late arrivals, absences,
and any other behavioural procedures that support learning. Each of these expectations
will have some form of consequence if not followed. Some consequences may already be
established by school policies and you will need to check for such policies to complete
this assignment.

This document is the work of a number of instructors including Beres, C., Kelly, D., & Roscoe, K.

This assignment requires you to pay attention to four types of student procedure:
(1) Attention-getting procedures.
(2) Question-answering procedures.
(3) Transition procedures (start of class, start of day, end of class, end of day, change
of activity, distributing materials, accessing equipment, and cleaning up).
(4) Daily and safety procedures (generic and subject-specific).
For further information see:
Alberta Education, Supporting positive behaviour in Alberta schools: A classroom
approach. Chapter 4. (CURR LAB 375 General Alta 1-12 vol. 2).
Wong and Wong, The first days of school: How to be an effective teacher. Chapter 20.
(LB 1775.2 W65 2005).
Evertson, Emmer & Worsham, Classroom management for elementary teachers. Chapter
2. (372.11024 Eve).
Emmer, Evertson & Worsham, Classroom management for middle and high school
teachers. Chapter 2. (LB 3013 C53 2003).
McLeod, Fisher & Hoover, The key elements of classroom management: Managing time
and space, student behavior, and instructional strategies. Chapter 6. (LB 3013 M386
2003)
Positive Relationships
A safe and caring classroom is built on relationships established between the teacher and
students, and among students. Building a positive rapport with students is a key step
towards setting up a smooth-running classroom. Effective teachers build relationships
with students by showing an interest in students as people by quickly learning and using
all students names, taking the time to talk to individuals about their lives and interests,
and showing concern for students emotional and physical well-being. In daily
interactions, mutual trust and respect is built by treating students with kindness,
consideration, honesty, helpfulness, patience, courtesy, and respect. An effective teacher
provides opportunities for students to get to know them as a real person by appropriately
sharing their experiences and interests. Forming positive relationships with students,
however, does not imply that the teacher is the students peer. Effective teachers are
friendly, fair, and firm but do not act as a pal or buddy.
You are the classroom leader and it is your responsibility to build community among
your students and then to maintain or, in some cases, improve relationships among
students. Strategies for nurturing and improving student-student relationships include:
providing opportunities for students to get to know each other better (when appropriate);
modeling respect and caring (the way you want students to treat each other); dealing
promptly and consistently with name-calling, bullying, and other forms of aggression;

using small-group and cooperative learning strategies that focus on meaningful

collaboration; maintaining or introducing class initiatives, projects, and celebrations that
promote cooperation, positive interaction, and team-building.
For further information see:
Alberta Education, Supporting positive behaviour in Alberta schools: A classroom
approach. Chapter 1. (CURR LAB 375 General Alta 1-12 vol. 2).
Bennett & Smilanich, Classroom management: A thinking and caring approach. Chapter
5. (371.1024 Ben).
McLeod, Fisher & Hoover, The key elements of classroom management: Managing time
and space, student behavior, and instructional strategies. Chapter 5. (LB 3013 M386
2003).
Wong and Wong, The first days of school: How to be an effective teacher. Chapter 13.
(LB 1775.2 W65 2005).
Tate, Shouting wont grow dendrites: Techniques for managing a brain-compatible
classroom. Chapters 15 & 16. (LB 3013 T366 2007).
Interventions (Responding to Inappropriate Behaviour)
Preventative strategies, such as effective instruction, building relationships, establishing a
supportive environment, and communicating and reinforcing expectations and procedures,
will minimize disruptions and misbehaviour. Despite your best intentions and efforts, a
certain amount of inappropriate student behaviour may still occur. The level of
misbehaviour is likely to be directly related to inherent social relations within the class,
with some groupings of students requiring greater intervention than others. You will need
to have a repertoire of approaches for responding to inappropriate behaviour. Many
teachers still use negative punishment consequences such as loss of privileges
(elementary) or detentions (secondary) to deal with inappropriate behaviour. Progressive
education, however, requires moving away from punishment courses of action and
toward reinforcement and problem-solving approaches. This does not mean there is no
place for punishment as a consequence in classroom management. It does mean, however,
that you will need to reassess and adjust the use of such consequences based on actual
effects as demonstrated by student behaviour.
For further information see:
Alberta Education, Supporting positive behaviour in Alberta schools: A classroom
approach. Chapter 7. (CURR LAB 375 General Alta 1-12 vol. 2).
Bennett & Smilanich, Classroom management: A thinking and caring approach.
Chapters 10-14. (371.1024 Ben).
Tate, Shouting wont grow dendrites: Techniques for managing a brain-compatible
classroom. Chapters 17 & 18. (LB 3013 T366 2007).

Classroom Management Plan

Name: Mike Greeno
Teacher Associate: Tori Neely-White
Administrator: Sherrie Nickel
School: Jennie Emery Elementary School
Subject(s): Math and Social
Procedures, Routines, and Expectations ~
After spending a day in the classroom and meeting with my Teacher Associate I have
clarified some procedures, routines and expectations for the classroom. I really enjoyed
my TAs approach to behavior, it consists of two words: common sense. I want to allow
students to be themselves in the classroom but keep an effective learning environment. It
is important to be firm at the beginning of the year because even a lot of the behaviors
that I saw in the classroom had been two months in the making. It is also important to
make expectations clear so that the students do not get defensive when not meeting
expectations they were not aware of.
Attention-getting procedures
Quiet Coyote A basic hand gesture that students reciprocate when they are paying
attention.
Silence Waiting for students to realize that the teacher or other students is speaking and
that they need to be quiet.
Call Out Either a group of students or student being disruptive and gaining attention by
speaking directly to them with names.
Question-answering procedures
Students can only speak when called upon. The standard format is that they will raise
their hands and wait to be called upon. If a student does speak out of turn, teacher
verbally states that they cannot hear them without a hand up. Another option is the
teacher calling on a student(s) for an answer.
Transition Procedures
What routines will you establish around the
Bell schedule: Putting away work before the bell rings and preparation for leaving the
class or switching subjects with prompts from the teacher.
Start of class: Class pulls out work for learning.
Start of day: Class leader organizes daily schedule, students pull out agendas for teacher
to check and then the class pulls out work for learning.
End of class: Work is put away and students prepare for learning before the bell rings.

End of day: Individuals put away work and clean up learning areas. Students are ready to
go by the time the bell rings.
Change of activities: Students put away work and prepare to move on to next activity.
Change of subjects: Put away, pull out.
Distribution of materials: Students hand out own materials to fellow classmates.
Accessing of equipment: Necessary equipment is always accessible to students with
teacher permission
Classroom clean up: All student participate.

Daily and Safety Procedures

What will you expect of your students and yourself with regard to:
Late arrivals: Encourage to arrive sooner and catch up with the class.
Absences: Notification given ahead of time and teacher gives resources for what they
miss.
Use of cell phones and other communications technology: None during class time.
Bathroom breaks: One at a time, ask permission
Pencil sharpening: Ask permission.
Student telephone calls to home: Teacher permission, visit office.
Individual seatwork: Determined by teacher at the beginning, options for later in the year.
Playground and free time rules: Be safe.
Late homework or assignments: Marks taken away.
Missing homework or assignments: No grades until it is handed in: incomplete.
Homework reminders: Agendas and blog posts
Student illness or injury: doctors note, phone home first.
Fire drills: Be intentional.
Lockdowns: Be intentional.

Positive Relationships ~
Quickly establish a class list and seating plan so that you can begin to learn the names of
your students. What seating arrangement are you planning and how will you decide who
sits where?
Random at first, students sit in a square if room is applicable. Student that are disruptive
can be moved, eventually if students are well behaved can offer suggestions as to how
they want to sit.
Begin recording student interests. What system will you use to do this?
Computer document with notes for each child
What specific things will you do the first day and first week to encourage student-withteacher and student-with-student interactions?
A lot of collaborative discussions and activities.
What body language and tone of voice will you use in different situations throughout the
day ~ at the start of class, with large and small group instruction, and when dealing with
inappropriate behavior?
More direct voice with the throughout, large groups, and disruptive behavior. Softer voice
with smaller groups and off-task students.
Interventions ~
Classroom Rules
Record the rules you will establish, whether alone or with your students, and list a few
possible consequences if a rule is not followed. Its good to have student input but be sure
to cover all of the important areas. With consequences, its better to rehearse a few ideas
than to think them up on the spot.
Rule: Minor infractions
Consequences: reminders, apologies, etc.
Rule: Major infractions
Consequences: Teacher meetings, principal visit.
Strategies
Record your strategies for dealing with some common student misbehaviours.
Talking: Reminders of respect
Off task: Reminder of learning
Name calling: Reminders of respect and apologies
Pushing and shoving: Reminders of respect and apologies

Running in classrooms or in hallways: Reminders of respect and safety

Swearing: Reminders of respect and cease and desist
Copying someone elses work: Reminders of respect and redo
Taking things that dont belong to them: Reminders of respect and giving back, apologies
Writing or scratching on desks, furniture, lockers, or walls: Reminders of respect and
repairs
Fighting: Reminders of respect, apologies.