Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Rosemary A. aggerty
Ash!ord "ni#ersity
CLASSROOM MANAGEMENT PLAN $
Goal
The goal o! this %lassroom management &lan is to %reate a student'%entered en#ironment
that em&hasi(es learning and dis%o#ery )hile *alan%ing tea%her and student needs. This &rimary'
grade &lan )ill %reate a &ositi#e %lassroom %ulture that )ill !oster $1st %entury s+ills, &romote
sel!'dire%ted learning and &ro*lem sol#ing. -irst, Se%ond and Third grade students )ill learn to
ma+e de%isions and )or+ %olla*orati#ely. The %lassroom management &lan is *ased on the
&rin%i&les o! Positi#e Classroom Management .S%hi*sted, $/101, Positi#e 2eha#ior Su&&ort
.Anderson 3 S&aulding, $//41, and the theory o! Positi#e 5is%i&line .-red 6ones, 17841. The
!o%us o! this &lan is &ositi#e rein!or%ement and em&o)ering students to ta+e an a%ti#e role in the
management o! the %lassroom and their learning.
-loor Plan
The %lassroom !loor &lan is an im&ortant &art o! %lassroom management *e%ause it is a
#isual re&resentation o! the intended %lassroom dynami%s9 &ositi#e student intera%tions and
%oo&erati#e learning is the goal !or this elementary %lassroom &lan. This %lassroom may
%om!orta*ly a%%ommodate thirty students.
:n the !ollo)ing hy&otheti%al %lassroom design, the door is on the le!t side and there is a
)all o! )indo)s lines the right side o! the room. A smart *oard is in a !i;ed &osition at the !ront
o! the room9 there are identi%al )hite *oards lo%ated on either side. 2ulletin 2oards are in *oth
!ront %orners o! the room, t)o large *oards are at the *a%+ and a narro) *oard lines the u&&er
&ortion o! the !ront )all o! the %lassroom. The *ulletin *oards are %olor!ul dis&lays to !rame
student )or+, dra) attention to learning %enters, &resent edu%ational themes and %ele*rate
seasonal holidays.
CLASSROOM MANAGEMENT PLAN <
Clustered, student seating is arranged !a%ing the !ront o! the room to &ro#ide all students
)ith ade=uate #antage &oints o! the smart *oard. Student ta*les and %hairs are &re!era*le to
indi#idual des+s *e%ause they &ro#ide a smooth, sta*le sur!a%e !or %olla*orati#e )or+. Chairs are
&orta*le and may *e mo#ed out o! the )ay, or to another )or+station in the room.
The tea%her>s des+ is lo%ated in the *a%+ o! the room. This is )here students may %onsult
the tea%her and turn in %om&leted assignments. The tea%her>s la&to& %om&uter or other &orta*le
de#i%e )ill *e used in the !ront o! the room )ith the smart *oard and other te%hnologi%al
a&&li%ations .:STE ?<1. A te%h'station or %art )ill &ro#ide storage !or the de#i%es near the !ront
o! the room.
A %lassroom li*rary is an essential element o! this elementary s%hool %lassroom. The
tea%her )ill &ro#ide an assortment o! reading materials and !or student use9 @indles Noo+s or
other digital reading de#i%es may *e a#aila*le. :deally, the %lassroom )ill *e large enough to
a%%ommodate se#eral shel#ing units and a !e) %om!orta*le %hairs or *ean'*ags in a dedi%ated
%orner or noo+. :! the room is too small !or an entire li*rary, a single shel#ing unit may house a
mini'li*rary or reading %enter.
A round, multi'use ta*le )ill *e lo%ated near the %lassroom sin+ and storage area. This are
%an *e utili(ed as a s%ien%e and dis%o#ery station, a small'grou& )or+station or a =uite s&a%e !or
the tea%her to )or+ )ith indi#idual students .:STE ?11. :! there is a %lassroom aide assigned to
the %lassroom, heAshe may use this area !or remedial and enri%hment a%ti#ities. Additionally, this
ta*le )ill *e a %on#enient sur!a%e to use !or messy art &roBe%ts.
Student mail*o;es )ill *e lo%ated on the !ar'side o! the room, in an e!!ort to +ee& the
high'tra!!i% area %lear and !ree o! %lutter. Ea%h student mail*o; or %u**y )ill *e %learly la*eled
CLASSROOM MANAGEMENT PLAN 0
)ith the students> !irst and last names so that any sta!! mem*er, %lassroom assistant or &arent
#olunteer may easily !ile &a&ers. These mail*o;es are es&e%ially im&ortant *e%ause the student
ta*les do not ha#e *uilt'in storage.
The &hysi%al arrangement o! the %lassroom is re&resented in the !ollo)ing diagram:
:m&lementation
Counger students need time to adBust to the !ormal stru%ture and routines o! an
elementary s%hool %lassroom. The tea%her )ill model a&&ro&riate *eha#ior and im&lement a
%lassroom management &lan that is a hy*rid o! traditional methods and modern, student'%entered
initiati#es. Students )ill *e%ome su%%ess!ul learners )hen they !eel %om!orta*le and %on!ident.
The tea%her )ill *e !air and %onsistent9 she )ill res&ond %on!li%ts and a%+no)ledge &ositi#e
*eha#ior !re=uently .Anderson 3 S&aulding, $//41.
CLASSROOM MANAGEMENT PLAN D
Although intrinsi% moti#ation is the goal, e;trinsi% moti#ation is more %ommon among
&rimary'aged students. The tea%her )ill rein!or%e a&&ro&riate *eha#ior and e;em&lary )or+ )ith
traditional re)ards su%h as sti%+ers and stam&s, ho)e#er, the students )ill %reate the in%enti#e
&lan )ith the tea%her. :n addition to tangi*le re)ards, the tea%her )ill a%+no)ledge good
*eha#ior in!ormally )ith &ositi#e %omments and more !ormally *y a)arding %erti!i%ates and
sending notes home to &arents.
The tea%her )ill also stri#e to im&lement the :nternational So%iety !or Te%hnology in
Edu%ation Standards !or Students9 StandardsES )ill *e su*tly integrated into the %lassroom
%ulture. :n this %lassroom management &lan, the tea%her )ill model and a&&ly the !ollo)ing :STE
standards: .11 -a%ilitate and ins&ire student learning and %reati#ity, and .<1 Model digital age
)or+ and learning.
Rules and E;&e%tations F Tea%her>s and Student Roles
The %lassroom rules and e;&e%tations are %om&rised o! general rules )hi%h !o%us on
&ositi#e *eha#ior, and a su*'set o! s&e%i!i%, more detailed rules )hi%h generate *eha#ior
.Ne)man, $/1<, se%tion 0.$1. The tea%her )ill set the initial %lassroom e;&e%tations and the
students )ill ha#e an o&&ortunity to *rainstorm and de%ide u&on the su&&orting rules. Anderson
and S&aulding .$//41 assert that &ositi#ely stated rules en%ourage a set o! a&&ro&riate *eha#iors
rather than ina&&ro&riate o&tions. Ea%h student is a%%ounta*le !or hisAher o)n *eha#ior9 sel!'
monitoring is the goal. A%%ording to o!! and 5uPaul .17781 and Ge**er, S%heuermann, M%Call
3 Coleman .177<1, Hsel!'monitoring has *een sho)n to *e an e!!e%ti#e strategy !or in%reasing
attention to tas+, &ositi#e *eha#iors and some so%ial s+ills in generalIJ .as %ited in 2a*ya+,
CLASSROOM MANAGEMENT PLAN K
Lu(e and @am&s, $///, &.$141. Students )ill %ontri*ute to %lassroom management *y hel&ing to
%reate a set o! %lassroom rules and e;&e%tations and then )or+ to a%hie#e the o*Be%ti#es.
The !ollo)ing diagram re&resents the tea%her>s general rules:
The !ollo)ing list are some e;am&les o! s&e%i!i% rules )hi%h may *e generated *y the students:
2e Res&e%t!ul
Students )ill listen )hen others are s&ea+ing
Students )ill +ee& their hands and !eet to themsel#es
2e @ind
Students )ill treat their neigh*ors )ell
Students )ill hel& one another
2e Res&onsi*le
Students )ill %om&lete and turn'in )or+ on'time
Students )ill )or+ as indi#iduals and together as a team
CLASSROOM MANAGEMENT PLAN 4
The !ollo)ing %harts illustrate some additional, s&e%i!i% %lassroom rules:
CLASSROOM MANAGEMENT PLAN 8
Re!eren%es:
ALTEC, the um*rella organi(ation !or the 0tea%her tools, manages the Te%hnology Ri%h
Classroom .TRC1, Title ::'5 initiati#e in @ansas. Classroom Ar%hite%t. Retrie#ed
!rom htt&:AA%lassroom.0tea%hers.orgA
Anderson, C. M., 3 S&aulding, S. A. .$//41. "sing Positi#e 2eha#ior Su&&ort to 5esign
E!!e%ti#e Classrooms. 2eyond 2eha#ior, 1K.$1, $4'<1.
2a*ya+, A. E., Lu(e, G. 6., 3 @am&s, 5. M. .$///1. The good student game: 2eha#ior
management !or di#erse %lassrooms. :nter#ention :n S%hool 3 Clini%, <D.01, $1K.
:nternational So%iety !or Te%hnology in Edu%ation. :STE Standards Tea%hers. Retrie#ed !rom
htt&:AA))).iste.orgAdo%sA&d!sA$/'10L:STELStandards'TLP5-.&d!
Ne)man, R. .$/1<1. Tea%hing and learning in the $1st Century: Conne%ting the dots. San 5iego,
CA: 2ridge&oint Edu%ation, :n%.
S%hi*sted, E. .$/101. o) to de#elo& &ositi#e %lassroom management. Eduto&ia. Retrie#ed !rom
htt&:AA))).eduto&ia.orgA%lassroom'management'relationshi&s'strategies'ti&s