Running Head: Classroom Management Plan

ClassroomManagementPlan
KelsieHonda
EDUC650:ManagingSchoolEnvironments
Dr.RichardNakatsu
December13th,2014

Running Head: Classroom Management Plan

TableofContents

1. Chapter1:Introduction...3
ClassroomManagementDefined.3
Purposeofthepaper.4
2. LiteratureReview.....5
ClassroomManagementasDiscipline.5
ClassroomManagementasaSystem..7
ClassroomManagementasInstruction..9
3. ClassroomManagementPlan............................12
ClassroomRules.......12
ApproachtoClassroomManagementDiscipline..12
ProvingSupport.....13
AdministeringConsequences....15
AddressingStudentMisbehavior...16
PreventingInappropriateBehavior16
InterventionstoUse,Correct,andPromotePositiveBehaviors17
4. Conclusion.19
5. References.20

Running Head: Classroom Management Plan

ChapterI:Introduction:Titleofpaper;StatementofPurpose;andDefinitionofTerms
ClassroomManagementPlan
Classroommanagementisdefinedastheactionsteacherstaketocreateanenvironment
thatsupportsandfacilitatesbothacademicandsocialemotionallearning(Evertson&Weinstein,
2006,p.3).Asthereaderwillseefurtherinchapter2,classroommanagementisdefined
differentlydependingontheapproachtoclassroommanagement.Thisdefinitioncombinesa
multitudeofperspectives,thoseofwhomIwillmentionintheliteraturereview.Classroom
managementexistsfortwopurposes:(1)establishesandsustainsanorderlyenvironmentsothat
studentsareabletoengageinmeaningfulacademiclearningand(2)enhancesstudentssocial
andmoralgrowth.Indoingso,howateacherachievesbothpurposesisjustasimportantas
whetherateacherdoesordoesnotachievethem.Teachersmustdevelopcaring,supportive
relationshipswithstudents,organizeandimplementinstructioninwaysthatoptimizestudents
accesstolearning,usemanagementmethodsthatencouragestudentsengagementinacademic
tasks,promotethedevelopmentofstudentssocialskillsandselfregulation,anduseappropriate
interventionstoassiststudentswithbehaviorproblems.
Classroommanagementisatopicofconcernforamanyadministratorsandteachers,
especiallyforthosewhoarenewtotherealmofteaching.Afternumerousobservations,new
teacherspreemptivelyenteraclassroomwithvisionsofbeingamodelteacher.Theyimagine
studentsengagedintheclassdiscussionandactivity,sittingstillintheirseats,andbeingquiet
andontask.Theythinkthatthestudentswouldnotneedanydisciplinebecausetheyareall
motivatedtolearnanddowellinschool.However,theteacherwilldiscoverthattheirvisionof
beingamodelteacherismuchhardertoaccomplishthanitappears.Studentscomefrommany

Running Head: Classroom Management Plan

differentbackgroundsandresponddifferentlytodifferentpeople,thusitisimportantthatthe
teacherispreparedtoaddressvarioussituationsandhaveaclassroommanagementplan.Ifa
teacherisunprepared,studentswillgaincontrolandnolearningwillhappen.Thisespecially
occursmorefrequentlyinnewteachersthusitistheywhoconsistentlyperceivestudent
disciplineastheirmostseriouschallenge,asmanagementproblemscontinuetobeamajorcause
ofteacherburnoutandjobdissatisfaction(Evertson&Weinstein,2006,p.3).
Thispaperhastwopurposes.Thefirstistoidentifyandacknowledgetheresearch
alreadypresentedonclassroommanagement.AccordingtoHardin(2012),poormanagement
resultsinwastedtime,reductionoftimeontask,anddistractionsfromthelearningenvironment.
Whenthesefactorsareeliminated,studentachievementincreased(Hardin,2012,p.225).
Therefore,therelationshipbetweenusingtechniquesandstrategiesfoundtobeeffectivein
managingaclassroomisdirectlyproportionaltostudentachievement.Thusitisimportantthose
inordertoincreasestudentengagement,decreasesdisruptivebehaviors,andenhancetheuseof
instructionaltime,knowhowtoeffectivelymanageaclassroom.
Thesecondistoestablishandorganizemythoughtsonclassroommanagement.Beinga
newteacherenteringtheprofessionandfrompreviousexperience,classroommanagementisan
areaofteachingthatIwouldliketoimprove.AsIreflectonmycurrentclassroommanagement
strategies,IrealizethatIamhavingchallengeswithcreatingconsequencesthatdoesnotsolve
theproblem,onlymaskit.Also,Iamhavingchallengeswithbeingconsistentwithdiscipline
throughouttheyearandimplementingtheconsequenceinatimelyfashion.Itisthroughthis
paperthatIwillputmyclassroomrulesandexpectations,approach,supportthatIwillbe

Running Head: Classroom Management Plan

providingtostudents,consequences,stepstoaddressstudentmisbehavior,prevention,and
variousinterventionstouse,correct,promotepositivebehaviorsinwriting.

Running Head: Classroom Management Plan

Chapter2:ReviewoftheLiterature
Administratorsandeducatorsagreethatclassroommanagementisvitaltocreatingan
environmentthatissafeandconducivetolearning.Howeverfindingtheanswertohowtocreate
suchenvironmentdiffersfromteachertoteacherandhowteachersandadministratorsdefine
effectiveclassroommanagementdependsontheirownfocusandgoals(Hardin,2012,p.4).
Someteachersthinkofclassroommanagementanddisciplineasbeingsynonymousterms
(Hardin,2012,p.3).Othersthinktheoppositeandapproachclassroommanagementasasystem
(Hardin,2012,p.5),whileothersviewclassroommanagementasinstruction(Hardin,2012,p.
6).Iwillbeexaminingthecontributionsofsixmajortheoristsinthefieldofclassroom
managementandorganizingthembytheirownviewsofclassroommanagement.TheyareFritz
Redl,WilliamWattenberg,JacobKounin,RudolfDreikurs,WilliamGlasser,andHaimGnott.In
addition,IwillalsobeacknowledgingtheworkofCharlotteDanielson,creatoroftheDanielson
Frameworkforteaching.Thisframeworkincorporatesclassroommanagementasanimportant
segmentofteachereffectiveness.
ClassroomManagementasDiscipline
Classroommanagementasdisciplinereferstotheemphasisonmakingtheclassroom
safe,establishingtherulesofbehavior,andmaintainingdiscipline(Hardin,2012,p.4).Skinner,
Canter,JonesandAlbertsmodels,althoughdifferent,havethreecommonprincipals:(1)the
teacherisresponsibleformaintainingclassroomcontrol(2)disciplinecomesbeforeinstruction
(3)consequencesmustexistforinappropriatebehavior(Hardin,2012,p.5).Theabovetheorists
approachclassroommanagementinfourways:behavioral,assertivediscipline,positive
classroomdiscipline,andlogicalconsequences.

Running Head: Classroom Management Plan

Behaviorapproachestoclassroommanagementisbasedonthepremisethatrewarded
behaviorswillberepeatedandunrewardedbehaviorswillceasetheLawofEffect(Hardin,
2012,p.37).Thereforeallbehaviorsarelearnedandmaintainedbyreinforcement.
Consequenceslieattheheartofbehaviorism,inwhichreinforcement,bothpositiveandnegative
usesconsequencestostrengthenbehavior(Hardin,2012,p.26).
CantersAssertiveDisciplinemodelisaseriesofactionsthataredirectedatclearly
specifyingexpectationsforstudentbehavior.Canterstressesthatplanningisessentialtogood
teachingandtogooddisciplineandwithoutaplan,teacherswillhavetochooseanappropriate
consequenceatthemomentofmisbehavior(Harding,2012,p.46).Inaddition,teachersmust
plantheirlessoncarefullysuchthatallstudentsareengaged(Hardin,2012,p.51).When
teachersplantheirlessonsuchthatstudentsareactivelyengagedanactivity,theyarelesslikely
tomisbehaveandmorelikelytostayontask.
PositiveClassroomDisciplineisbasedonJonessmodel;theenforcementofclassroom
standardsandthedevelopmentofcooperativebehaviorarecombinedinordertomaximize
learningandminimizedisruptions(Harding,2012,pg.63).Jonesbelievesthatinorderfor
learningoccur,theclassroomhastobewellcontrolled.PositiveClassroomDisciplinefocuseson
themanagementofgroupbehaviorandconsistsoffourmaincomponents:classroomstructure,
limitsetting,responsiblytraining,andbackupsystems.Thisincludesusingproximitycontrol,
negativereinforcement,incentives,andgoodbodylanguageallofwhichneedtobedonebefore
instructionmaybegin(Hardin,2012,p.63).AdditionallyJonesmodelalsostressesthatto
controlstudentbehavioraneffectivebehaviormanagementprogrammustsystematically
strengthendesiredbehaviorwhileweakeninginappropriatebehavior(Hardin,2012,p.64).

Running Head: Classroom Management Plan

ThelastofthebehavioraltheoriesisbasedonDreikursmodeloflogicalconsequences.
Logicalconsequencesrepresentedashiftfromabehavioralfocus(Dreikursmodel)ondiscipline
toamorehumanisticapproach,usingtheconceptthatthemotivationandgoalsofstudent
behaviormustbeconsideredinthedevelopmentofadisciplineplan(Hardin,2012,p.81).Thus
thegoalofusinglogicalconsequencesistocontrolstudentbehaviorwhilehelpingstudents
recognizetheconsequencesoftheirdecisions.Themainideaofbehindthisconceptisthatthe
consequencemustfitthebehaviorsuchthatthereareconsequencesforeveryact.
ClassroomManagementasaSystem
Someteachersbelievethatmodels,likethosewhobelieveindiscipline,didnotserveteachers
whosoughttocreatecalmandsafelearningenvironmentsfortheirstudents(Hardin,2012,p.5).
Fortheseteachers,classroommanagementandinstructionareindependentratherthanseparate
functions.Therefore,theseteachersbelievethatclassroommanagementisasystemof
managementskills,onethatbeginswiththepreparationbeforetheschoolyearbeginsand
continuingthroughouttheschoolyear(Hardin,2012,p.5).Teacherswhoagreewiththissystem
believethatdisciplineproblemsaretheresultoftheteacheraskingstudentstodounreasonable,
inappropriate,anduninterestingactivities(Hardin,2012,p.5).Thus,theybelievethatthere
shouldbesystematicapproachestocreateapositivesocialandemotionenvironmentstemming
fromgoodrelationshipsbetweeneachother(Hardin,2012,p.5).Inthissection,Iwillbe
acknowledgingfourmodelsthatemphasizethissystematicapproach.TheyareCurwinand
Mendler,Evertsons,Kohns,andMarshallsdisciplineplan.
CurwinandMendlersdisciplinewithdignityisbasedonthefundamentalideathat
everyoneintheschoolistobetreatedwithdignity.Inotherwords,allstudentsaretreatedwith

Running Head: Classroom Management Plan

thesamedignitythatisgrantedteachers,administrators,andstaff.AccordingtheCurwinand
Mendler,effectivedisciplinecanonlyoccurwhendecisionsformanagingstudentbehaviorare
basedonaschoolwidecorevaluesystemthatmaintainsthedignityofeachstudentinall
situations(Hardin,2012,p.101).Inthismodel,disciplineproblemsarisewhentheneedsofan
individualstudent,groupofstudentorteacherarenotfulfilledandwhentheteacherisconveying
somethingwrongintheclassroom.AccordingtoCurwinandMendler,theirviewofclassroom
managementisaprocessthatevolvesinanindividualclassroom,basedontheneedsofa
specificteacherandhisorherstudents(Hardin,2012,p.101).Inthisapproachaonesizefitsall
policyisineffective.
EvertsonsClassroomOrganizationandManagementProgramfocusesonhelping
teachersimproveoverallinstructionalandmanagementskillsthroughplanning,implementing,
andmaintainingeffectiveclassroommanagementpractices(Hardin,2012,p.121).Inthismodel,
effectiveclassroommanagementpreventsproblemsratherthanhandlingthemaftertheyoccur,
managementandinstructionareintegrallyrelated,studentsareactiveparticipantsinthelearning
environment,andclassroommanagementmusttakeintoaccountstudentdifferencesinattention
span,learningmodalities,andintelligence,andprofessionalcollaborationsupportschangesin
teachingpractice(Hardin,2012,p.121).Thissystememphasizestheintegrationofmanagement
andinstructionasameansofcreatingapositivelearningenvironment(Hardin,2012,p.135).
Kohnsmodelofclassroommanagementemphasizescommunitybuilding.TheoristAlfie
Kohnproposesthatthepurposeofeducationistoproducenotjustgoodlearners,butalsogood
people(Hardin,2012,p.140).Hebelievesthatbehavioralmanipulationdoesnotdevelopa
commitmenttobeingacaringandresponsiblebehavior.Inhismodel,thefocusinclassrooms

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mustpromotepositivebehaviors.Todoso,Kohnsuggeststhatifthegoalistohavechildrenbe
responsible,teachersmustallowstudentstomakedecisionsaboutwhatisrightandwrong.In
doingso,theteachermustbuildcommunitiesbyevaluatingthemannerinwhichthey
communicatewithstudentsandfindalternativestotraditionalpunishments(Hardin,2012,p.
141).
Themodeldisciplinewithoutstresspunishmentsorrewardsisahierarchy(AD)of
socialdevelopment.Marshallbelievesthatitistheschoolsresponsibilitytoteachstudentsthe
socialskillsneededtobesuccessfulintheclassroomandfortheclassroomtooperatewithfew
disruptions.Theteachingofsocialresponsibilitycannotoccurwhenusingexternalfactorsto
motivatestudents.Marshallsapproachisdistinctsuchthatinordertoteachstudentssocial
responsibilitytomaketheclassroomrunwithlittledisruptions,theteachermusttapintothe
studentsinternalmotivation(Hardin,2012,p.158).
ClassroomManagementasInstruction
Classroommanagementasinstructionfocusesonidentifyingtheindividualneedsofthe
students,asthediversityofthestudentbecomesmoreintense.Itisbecauseofthisdiversityand
intensitythattraditionaldisciplinemethodsdonotworkforstudentswhogrowupinanon
traditionalway(Hardin,2012,p.5).Thus,thismodelfocusesonteachingprosocialskillsto
students.Classroommanagementasinstructiondiffersgreatlyfromtheothertwoperspectivesin
suchawaythatbehavioralproblemscanbepreventedthroughappropriateinstruction.Inthis
section,Iwillbeacknowledgingtwomodelsthatteachappropriatebehaviorandsocialskills
withthefocusofhelpingstudentsdeveloptheirpositiveinteractionsthroughouttheirlifetime
(Hardin,2012,p.7):innerdisciplineandpositivebehaviorsupport.Itisthroughthesemodels

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thatbehavioralproblemscanbeminimizedandpreventedratherthanaddressingthesituations
whentheydoarise.
Moreover,thestateofHawaiiismandatingeducatoreffectivenessprotocols.Teachers
arebeingratedbasedontheireffectiveness,partofwhichtheclassroomenvironmentisasection
ofateachersrating.Theclassroomenvironmentsectionfollowstheclassroommanagementas
instructionapproach.AccordingtoDanielson,
Effectiveteachersorganizetheirclassroomssothatallstudentscanlearn.Theymaximize
instructionaltimeandfosterrespectfulinteractionswithandamongstudents,ensuring
thatstudentsfindaclassroomasafeplacetotakeintellectualrisks.Studentsthemselves
makeasubstantivecontributionoftheeffectivefunctioningoftheclassbyassistingwith
classroomprocedures,ensuringeffectiveuseofphysicalspace,andsupportingthe
learningofclassmates.Studentsandteachersworkhardinwaysthatdemonstratetheir
beliefthathardworkwillresultinhigherlevelsoflearning.Studentbehavioris
consistentlyappropriate,andtheteachershandlingofinfractionsissubtle,preventive,
andrespectfulofstudentsdignity(Danielson,2013).
ThefirstmodelisColorosostheory,innerdiscipline.Thistheoryisbasedonthreekey
concepts:developmentofinnerdisciplineismoreimportantthantraditionalclassroomcontrol,
problemsolvingiskeytodevelopinginnerdiscipline,andstudentsmustbetaughthowtothink,
notwhattothink(Hardin,2012,p.182).Colorosostressesthatstudentswhosucceedarethe
studentswhoareplacedinanenvironmentthatissafe,securing,andnurturingbecausethese
environmentscreatemessagesthatiscreativeandconstructive,bothofwhichsendcritical
messagestothestudenttosucceed.Theteachercancommunicatethesemessagessuchthatthey

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areabletocontrolwhattheysay,howtheysayit,andhowtheyactonwhattheysayinclass.
AccordingtoColoroso,studentssucceedwhenplacedinthebackboneclassroombecauseit
providesaconsistentstructurethatisflexibleandfunctional(Hardin,2012,p.184).
Anothermodeltoclassroommanagementasinstructionispositivebehaviorsupport.The
PBSmodelincorporatespositivereinforcementsandfunctionalbehavioranalysis.Inthismodel,
topreventbehavioralproblems,rulesandproceduresaredevelopedandtaughttothestudent.It
centerslessoncontrollingbehaviorandmoreonenhancingthequalityoflifeforstudentsby
teachingthemtheskillstointeractappropriatelyinamultitudeofsettings(Hardin,2012,p.
200).ThePBSmodelusesthethreetiredapproachthatfocusesonpreventingbehaviorproblems
ratherthanreactingtothem.Schoolsthatusethismodel,createsafoundationofsupportto
preventbehavioralproblemsandacademicfailureforallstudentsateachtier.Theprimarytieris
designedforthemajorityofthestudentpopulationwithoutseriousbehaviorproblemswhoneed
classroomprevention(Hardin,2012,p.201).Thesecondtierisdesignedforthestudentswho
areatriskandneedspecializedgroupprogramstoteachprosocialskills,andthetertiarytieris
designedforstudentswhoneedindividualizedprogramstochangebehavior(Hardin,2012,p.
201).
Thesevariousapproachestoclassroommanagementdiffergreatlyfrompersontoperson,
basedonaschoolslocation,astudentssocioeconomicstatus,pastexperience,age,gender,
race,culture,andethnicity.AsIvelearnedfrompreviouscourses,eachstudentisdifferentand
thereisnoonesizefitallclassroommanagementprocedures.Itisthenuptotheteacherto
gatherallthenecessarydatathatwouldfitbestfittheneedsoftheclass,student,andteacheras
well.

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Chapter3:ClassroomManagementPlan
AnimportantaspectIhavelearnedthroughtakingthisclassandmypersonalteaching
experiencethispastyeariscreatingasupportiveclassroomenvironmentthatisconduciveto
bothteachingandlearning.Inthischapter,Iwilldescribemypersonalclassroommanagement
plan.WhileIknowthatthisismymostupdatedplanandthatindeed,itisnotperfect,Iam
awarethatasIgoforthwithmyteachingcareer,myclassroommanagementplanwillchange
fromyeartoyear,asdomystudents.
ClassroomRules
AccordingtoHardin,classroomrulesareanintegralpartofeffectiveclassroommanagement
(Hardin,2012,p.257).Itgivestheclassroomstructureandprovidesthestudentsaguidelineas
tohowtheyareexpectedtobehave.Throughmyexperiences,Ihavelearnedthatclassroomrules
shouldbeshortbecausestudentsmayfeeloverwhelmedandgenerallywillnotrememberalong
listofrules.Myclassroomrulesareasfollows(Honda,2014):
1. BePromptBeinyourassignedseatbeforethebellrings.
2. BePreparedBringnecessarymaterials,includinghomework.Studyfortests.
3. BePoliteRespectschoolpropertyandthosearoundyou.Disciplineyourselfsoothers
donthaveto!
4. BeProductiveParticipateinallclassactivities.Followinstructions.Useyourtimeand
energywisely.Finishallwork.
5. BePositiveMyexpectationsforyouareto:sethighacademicandpersonalgoals,bea
problemsolver,helpothers,andasforhelpwhennecessary.
ApproachtoClassroomManagementDiscipline

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Reflectingonthetheoriespresentedinclass,Iagreemostwiththeclassroomdiscipline
asinstructionmodel,specificallytheinnerdisciplineandpositivebehavioralsupportmodel.
Althoughitcombinesthedisciplinemodelwithamorerecentapproach,Ibelieve,likethatof
Hardin,studentsareworththeeffortittakestomakethemresponsible,resourceful,andcaring
individuals(Hardin,2012,p.193).Ialsobelievethatteachersshouldtreatchildreninwaysthey
wouldn'twanttobetreated,andinterventiontechniquesnotonlyworkbutmustalsoleavea
studentsdignityintact(Hardin,2012,p.193).
Theroleoftheteacheristoprovidethesupportandteachstudentsexactlyhowtoact
whenaroundotherpeople.Inmyownclassroom,Irecognizethatallstudentshavetheirown
strengthsandweaknesses.Thus,itistheresponsibilityoftheteachertoprovidethestudentsthe
necessaryskillsthattheyneedlaterinlife.
ProvidingSupport
Ibelievethateachchildisauniqueindividualwhoneedsasecure,caring,and
stimulatingatmosphereinwhichtogrowandmatureemotionally,intellectually,physically,and
socially.Itismydesireasateachertohelpstudentsmeettheirfullestpotentialintheseareasby
providinganenvironmentthatissafe,supportsrisktaking,andinvitesasharingofideas.There
arethreeelementsthatIbelieveareconducivetoestablishingsuchanenvironment:(1)the
teacheractingasaguide,(2)allowingthechildsnaturalcuriositytodirecthis/herlearning,and
(3)promotingrespectforallthingsandallpeople.
Partoftherigorrelevanceframeworkforteachingrelationshipisanequalquadrantof
theframework.Teachersshouldacknowledgethefactthathighschoolisnotallaboutcontent.
Studentsbrainsarenotyetfullydeveloped,thustheyneedappropriateguidanceandsupport

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fromtheirparents,teachers,andcounselors.Itisimportantforteacherstoreminisceuponhigh
schoolyearsandrecallthechallengesandfeelingsinthoseyears,inordertobetterrelateto
students.ToprovidesupportformystudentsIwillbemindfulofthefactthatpopularity,
relationships,andfamilysituationsdoaffectstudentsabilityandmotivationtolearn.Iwillalso
trymybesttomakemystudentsfeelcomfortableenoughtoaskquestionswhentheydont
understandsomething.Inaddition,Iwilltrytoavoidlabelingstudentsasgoodorbadand
makingjudgments.Mostimportantly,Iwilltrytobeavailabletomystudentsassomeonethey
canconfidein,orgotoforhelp.
Iwillalsoprovideasupportiveclassroomenvironmentbyclearlystatingmyexpectations
regardinglearningofcontent,achievement,andsocialbehaviorwiththeirstudents.My
expectationsofmystudentsarelistedabove.Bysharingmyexpectations,studentscouldhavea
guidetobebothrespectfulintheirbehaviorandresponsiblefortheiractionsandwork.
AnotherthingthatIdotoprovidesupporttomystudentsisthatItrytocreatea
classroomenvironmentthatenhancessocialrelationships,studentmotivation,andengagementin
productivework.Currently,Iliketochangeseatsandlabgroupstwotimesaquartertoallow
studentsthechancetoworkwithdifferentpeopleofvaryingabilitiesandtomakenewfriends.I
canhonestlysaythatallofmystudentsknoweachothersnamesandwellenoughtothepoint
wheretheywouldbewillingtohelpeachother,ratherthanleavethembehind.Ihopethatthis
wouldpromotenewsocialinteractions,motivatestudentswithachangeofscenery,and
maximizeclassworktime.
Physicalclassroomsetupisveryimportantwhenmanagingstudents;theroommusthave
maximumroamingroomandminimumcluttersothatIcanusemyphysicalproximitytomy

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advantage.Iwouldliketohavealldeskarrangedinsmallgroupssothatiteasyforcooperative
learningtooccur.Havingalargegrouptablewouldbeidealforlargergrouplearningtooccur
andalsoasmalldesignatedareaforsilentreading/workingwouldbebestsothatstudentscango
toplacewhereconcentrationisneeded.Withintheclassroom,thefocuswillbeonfamilyor
beingacommunityoflearners,andtherearenorightorwronganswers.Studentswillhaveto
knowthateveryoneisofnolesservaluethantheotherandeverystudentisavaluedcontributor
totheclasstakingallideasandopinionsunderconsiderationduringlearning.
OnethingthatIhavenottriedandwouldliketotryishavingmystudentsselfassessnot
onlytheiracademicwork,butasaperson.AccordingtoHardin(2012),thepurposeofschoolis
topromotenotonlyacademiclearners,butalsogoodpeople.Iwouldliketocreatesurveysthat
aredesignedtohavethemevaluatetheirownbehaviorandperformanceinclass,andallowthem
torecognizewhattheyneedimprovementon.
AdministeringConsequences
Whenapproachingconsequences,IwilluseColorososRSVPtodeterminewhethera
consequenceisappropriate.Theacronymis,istheconsequencereasonable,simple,valuable,
andpractical?Inmyplan,Ihavethoughtabouteachofthefouracronymanddecidedonthe
following:
1. Studentswhoaredisruptiveduringclasswillreceive3warningspriortoreceivingareferral
2. FrequenttalkingduringclassatinappropriatetimeswillresultinchangeofseatIwill
choosethisseatforthem.
3. Every3tardiesequalsareferraltothecounselorthereissomethinggoingonathomethat
needstobeacknowledgedandfixed

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Thesepointsshowsstudentswhattheyhavedonewrong,givesthemownershipoftheproblem,
givesthemwaystosolveproblemstheycreated,andleavestheirdignityintact,allofwhich
targetspecificbehaviortothestudent(Hardin,2012,185).
Inaddition,Ialsoplantobeconsistentwithmyconsequences.Nomatterhowsmallthe
situationmaybe,ifastudentisdoingwhatheorsheisnotsupposedtobedoing,Iwillnotavoid
theirbehaviorbutwilladdressitasithappens.Thishelpsestablishtherulesasrules,andnotjust
awhim(Smith,2004,p.184).Consistencysendsaclearmessagetothestudentsthattheyarein
therightroomforlearningbehavior,andthusdonthavetoactouttoseeifIamtherightteacher
forthem.
AddressingStudentMisbehavior
IfissuesdoariseIwillremaincalm,consistent,andfairwhendealingwithsituations,
treatingallsimilartypesituationsthesame.Iwillalso,whenappropriate,trytouseissuesasan
opportunitytohaveclassdiscussionssothatitisalearningexperienceforall.However,during
thisImustbecarefulnottosingleoutstudentsandtalkwiththemoutsideofclassroomgiventhe
situationorbehavior.Consequencesorchoices(maxoftwo)willbeinplaceoverpunishment
(i.e.,takingawayofprivileges).Thefocuswillbeonastudentsbehaviorandnotthecharacter
ofthestudent,becausemanytimesbehaviorsarisebecauseoftheirsurroundingenvironmentand
notthemoralfiberofthestudent.Forminoroffenses(i.e.,talking,chewinggumetc)thesewill
bediscussedinclass,repeatoffensesstudentswillfilloutareflectionsheetthatwillbereadand
discussedoneononewithateacherorstudentwillhavetocomeinoutsideofclasstomakeup
foroffense,andformajoroffensesparents,counselors,and/oradministrationwillbecontacted.
PreventingInappropriateBehavior

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Atthebeginningoftheyearallguidelineswillbeclassagreeduponwhichwilltakethe
formofdiscussionasstudentsneedtoseewhyIhavechosenthefourguidelines.Toavoid
behavioralproblemsIwillstrivetomeeteachlearnersneedandhavingthemsettheirlearning
goalssothattheyareappropriateforeachstudent.Iwillalsomakesurethatalllessonsarethe
mostculturallyrelevantsothatstudentsremainengagedintheirwork.Therealsoneedstobe
highuseofcooperativelearningsothatthereismutualrespectconstantlypracticedandtrusting
andpositiverelationshipsareformed.Itwillalsoresultinstronggroupdynamicsultimately
makingtheclassroomafamily.Teamplanningalsoneedstooccurwhenlookingatbehaviors
andtheconsequencesthisshouldbefamilymemberincluded.Iwillalwaysmodelandpractice
expectedbehavioratthesamerecognizingstudentachievementwhenappropriate.Thisisalla
partofmyproactivedisciplineplanthatwillhelpstudentsknowwhatisexpectedandthatthey
areheldaccountableforeverything.
Inaddition,Iplantousedailyroutinestohelppreventstudentmisbehavior.Tohelpwith
modelingandknowingofresponsiblebehaviortherewillberoutinessetinplace.Theseroutines
willinclude,bellworksostudentshaveworktodoimmediatelyuponenteringtheclass,
morning/entrancebusinesswhichconsistofturninginhomework,puttingawayothermaterials.
Therewillbegroupworkprocedures(whodoeswhat,wheretoturninpaperwork).Therewill
alsobeaprocedureforgoingtothebathroom,whattododuringfreetime(studentsareto
quietlyreadabookorworkonalargerprojectassignedtothem).Lastly,therewillalwaysbea
procedurefortalkinginclass,studentsofcoursewillhavetoraisetheirhandifitisalargeclass
discussion,andeachstudenthastolistenattentivelytoeveryonewhohasaquestionoropinion.

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Ialsobelieveoneofthekeystoaneffectivefunctioningclassroomliesinknowingwhat
studentsshouldbedoingatanymoment,andincorporatingmultipleandvaryinghandson
activitiesintolessonsdesignedtoengagestudentsinproductivetasks.Topreventmisbehavior,I
willcarefullyplaneachlesson,ensuringthatthereisnowastedclasstime.
InterventionstoUse,Correct,andPromotePositiveBehaviors
Studentsactoutfornumerousreasons.Theymayactoutiftheydontunderstandthelesson,thus
feelinginadequate.Otherstudentsactoutwhentheyfeelfrustratedandfeelthatthelessonis
inappropriateforthemandactoutasacommunicationtotheteachertochangethelesson.
Othersmayseetheteachersexpectationsasunrealistic.Somestudentsmaybehavingproblems
athomeorintodrugs.Otherstudentsmayhavetroublewithmedication,haveemotionaltension
withpeers,arebeingbullied,andmaybestrugglinginotherclasses.Studentsactingoutare
inevitablenomatterhowmuchtheteacherdoestopreventthesituation.Toworkwiththose
students,Iwilltrymybesttosolvetheprobleminclassbeforeevenrequestinga504behavioral
plan.Iwilltrytoestablisharelationshipwiththestudentandmakepositiveconnectionswiththe
student.Iwilltalktohimnotaboutthestudentsbehaviorbutanythingheisinterestedinandbe
consistentwithspeakingtothestudent.
Whenaddressingachronicbehavior,IwilltrytoensurethatIamguidinghiminhis
choiceswhileatthesametimenotsoundinglikehisparent.Whenthisdoeshappen,Iplantoget
thestudenttoadmitthathewantstochange,thenlookathowtomakethatchange,practicewhat
heneedstosay,beawareofhisresistanceandwillingnesstomakeanefforttochange,andhas
supportfromothersaroundhim.Ifthestudentdoesn'twanttochange,theteachercan
manipulatetheconversationandspeaktothestudentintermsofpowerorpracticality.For

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example,somestudentswantpowerandiftheteacherhumiliatesthestudentinfrontoftheclass,
itisasignoflackofpowerthuscausingthestudenttonotagreewiththeteacher.Ifthestudent
stillwontadmittochange,theteachercanstillfindwordstogetthestudenttotemporarilywork
out(Smith,2004,p.210).

Chapter4:Conclusion
This classroom management plan is and remains ever changing as I am still learning what
it takes to be efficient in classroom management. I will continue to look for the best possible
strategies that will help my vision and considering only the best interest for my students. With
this plan, I hope that there will be minimal behavioral related issues, so that students can attain
the education they deserve and that I want to give them. In addition, I hope to be the best teacher
I can be and inspire students to be the best people they can be.
As I was reading Smiths work, a quote really resonated with me:
A recipe for learning: Start with a willingness to take risks, add a healthy portion of fun,
throw in a willingness to be lost, top it off with a willingness to be frustrated, blend
together and heat until done. The end result: Wonder.
This quote was the perfect summation for my view on teaching. I will use the strategies
presented in this paper, to achieve and give students roots and wings to fly (Smith, 2004, p.
224).

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References
Danielson,C.(2007).Enhancingprofessionalpractice(2nded).Alexandria,VA:Associationfor
SupervisionandCurriculum.
Evertson,C.,Weinstein,C.(2006).Handbookofclassroommanagement:Research,practice,
andcontemporaryissues.Malwah,NJ:LawrenceErlbaumAssociates,Inc.
Hardin,C.J.(2012).Effectiveclassroommanagement(3rded.).Boston:PearsonEducation.
Smith,R.(2004).Consciousclassroommanagement:Unlockingthesecretsofgreatteaching.
Fairfax,CA:ConsciousTeachingPublications.