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Classroom Management and

Communication Plan*
*They is used as a gender-neutral, singular pronoun throughout this plan.

1 MANAGEMENT STYLE AND PHILOSOPHICAL BELIEFS

It is important to have a strong classroom management plan, especially for a
beginning teacher. Classroom management, it seems, is one of the biggest
concerns. I know that it is for me. It is important to have a strong management
style because an established style leads to a productive class environment. To
me, the idea of strong classroom management means that work has been
done to create a sense of mutual respect. If one has anothers respect, the
probability of misbehavior decreases. When it comes to classroom
management, I like to think of it as a collaboration between myself and the
students.
I read Discipline with Dignity by Richard Curwin, Allen Mendler, and Brain
Mendler. This book provided quite a bit of insight and prompted a lot of
discussion within my literature circle as well as within myself. Towards the
beginning of this book, it is stated that We believe that the best decisions for
managing student behavior are based on a value system that maintains the
dignity of each student in all situations (29). This idea is central to my beliefs
towards classroom management. It is easy to fall into the trap of using ones
authority to demand ideal behavior, and this may be done without even being
recognized as such. However, as it is with all people in life, respect must be
earned and, I believe, respect can be earned through validation and the
preservation of dignity.
To go with the idea that classroom management includes collaboration between
teachers and students, it is important to remember that misbehavior may not
always solely be the students fault. As a teacher, and as the person of
authority in the room, it is my responsibility to model behaviors that I wish to
see from my students. When something happens that is not ideal, I must not
only look at the situation from my point of view, but from the students as well.
As Discipline with Dignity states, The teacher misses the opportunity to
improve if [they] punish misbehavior without examining how [they] might have
contributed to it (31). Metacognition and reflective practices are essential from
both ends if the goal is to create a healthy classroom.
To clarify, when the term strong management style is used, strong is meant
to translate to planned. It does not mean solidified. Now, these terms may not

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seem too different, but in this case they are meant to represent two different
things. As stated in Discipline with Dignity, have a range of possible
consequences, but we leave room for one not on the list [of possible actions]
(84). It is important to be flexible with management of the classroom. One
answer may not fit all situations. Therefore, it is important to have a plan, but
not to stick to one, solidified approach.

1.1 ARTIFACT: DISCIPLINE

WITH

DIGNITY

2 ESTABLISHING A POSITIVE CLASSROOM CULTURE

The establishment of a positive classroom culture begins immediately. First
impressions are important and the first day of school needs to be seen as
critical to creating a positive classroom culture. From Day 1 there will be actions
in place to begin that development. Standing at the door and greeting students
every day is quick, easy, and begins to establish that student-teacher
relationship. Although it may be simple, it does have an impact. Also, instead
of reading my students names off on the first day of class, I will have them say
their given names (the names that appear on the roster) and their nicknames.
By making this simple switch, I avoid mispronouncing students names.

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Although mispronouncing names does happen, it can be isolating. This method
of recording attendance avoids that possibility all together.
Personally, I want my classroom to be a welcoming place where students do not
feel like a number. I aim to get to know every student. I plan to know their
names, hobbies, and extra-curricular activities and, with these pieces of
information, I hope to build a natural relationship between myself and my
students. I will try to make some school-related events that my students are
participating in and, if I cannot make them, I will spend some time asking about
how the event went. Student Interest surveys will be used to get a feeling for
what students are interested in and how these interests can be used in future
lessons. By adjusting my lesson plans to make room for student feedback, it will
show that their opinions are valid and that they are heard. Although these are
not all of the tactics I have in mind, these highlight my intentions the best.

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2.1 ARTIFACT: STUDENT INTEREST SURVEY

Poetry Survey
Name:______________________
Class:_________________

Date:________________

1) Have you read poetry before? If so, was it for school or on your own?

2) List three poems you remember reading. Did you like them? Why or why
not?

3) Did you like the experience? Why or why not?

4) Do you have a favorite poet? If so, who?

5) How much time do you spend reading in a week?

6) How much time do you spend listening to music in a week?

7) Who is your favorite music artist?

8) What are some of your favorite movies or television shows?

9) What do you like to do in your free time?

10) What would you like to see in this poetry unit? What would make it more
interesting for you?

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3 DEVELOPING CLASSROOM RULES AND PROCEDURES

Personally, I really like the idea of a social contract. I think that it is important to
include students in the process of establishing the rules and procedures of the
classroom. When students are involved in the decision-making, it gives them a
sense of responsibility and ownership over what the end product is. It also
allows them to practice 21st century skills, such as negotiation and collaboration,
in a setting where they are supported and fostered to do so. Of course, there
will be rules and procedures that I would already planned, but I want to make it
a conversation. The conversation would guide them towards these rules and
procedures but, since they generate the idea, they will feel more responsibility
for it. Topics such as cell phone usage, tardies, transition times, and similar
rules and procedures will be addressed in the social contract. This social
contract would go both ways as well. Establishing the students expectations
for me is just as important as me establishing my expectations for them.
Modelling rather than telling goes a long way. This also works to provide a
sense of respect and validation for the students.
The system of the classroom will be established on Day 1 and remain fairly
consistent from then on out. The reason I say fairly consistent is because,
although it is ideal for rules and procedures to be fairly predictable and
enforced, they must be flexible to some extent to account for student
differences and how relationships between myself and the student develop
throughout the class. There must be room for alterations. This leads to the
mindset of a fair versus equal mentality. Very early on, the idea that people
may receive different forms of discipline for the same action will be explained so
that, when misbehavior occurs, this will not have to be addressed.
On a more concrete note, students will be told about the basic procedures of the
classroom. An example may be that there will be a bin by the teachers desk
for homework assignments and, next to the bin, will be printed copies of work or
information from the day before so that students can account for days they
miss. Another example is that there will be restroom passes for the students to
use if they need to go during class, but they will not be able to go during the
first and last 10 minutes of class. In this case, I will explain why. By giving the
students an explanation, it no longer becomes just an order. If students can see
the value in such a rule, they would be less likely to have a problem with it.
These aspects of the procedures do not need to be discussed in the social
contract because they focus more on the functionality of the classroom.

3.1 ARTIFACT: SOCIAL CONTACT

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Source: Pellerin. (2014, August 26). Mrs. Pellerin's Gr. 6/7 Class. Retrieved May 8,
2016, from
http://teacherweb.com/ON/StGeorgeCatholicSchool/MrsPellerin/gallery1.aspx

4 CLASSROOM LAYOUT
The classroom will contain various ways of situating oneself in the classroom. In
the corner of the classroom, there will be a mini library where students can look
at books and read them during their free reading times. It is also a place where
students can go if they have extra time in class. Bean bag seats are there for
them so that the spot remains a casual one. For the most part, there will be
individual desks for students who wish to sit in a conventional seating. There
will also be bean bag seat for students who want a more casual seating. There
will also be round tables that students can use. Since there will be a lot of
group work in this class, eventually all of the students will sit at the round
tables. If there isnt room for everyone at some point, the individual desks can
be brought over to the round tables. There will be a projector located at the
front of the classroom, but it will be out of the way and, if needed, it can be
placed in between a few of the individual seats easily. Originally, there will not
be a seating arrangement. Hopefully, if the students are given the ability to
choose their own spots, they will be more eager to keep that privilege. This set
up will foster collaboration between myself and the students, as well as among

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one another. It creates a less formal atmosphere, so hopefully students will
respond well to it.

4.1 ARTIFACT: LAYOUT GRAPHIC

5 MONITORING THE CLASSROOM AND RESPONDING TO

STUDENT MISBEHAVIOR
I firmly believe that students, as well as teachers, must be in communication
with one another and that this communication must happen regularly. It seems
that a lot of misbehavior can be resolved, and avoided all around, if teachers
and students are on the same page.
When misbehavior has occurred, my first reaction will not be to deliver
punishment. Instead of reacting instinctively to a situation, I will ask a student
to explain why they felt they needed to act in such a way. This gives students a
chance to present their side of the situation. It also validates and legitimizes
the problem behavior because, as an educator, it is important to remember that
we can make mistakes as well. As stated earlier, I think that the fair versus
equal mentality is important and should be utilized when working with
students. Depending on the reason(s) a student may give will, most likely,
result in differing responses. If a student misbehaved because they were bored,
perhaps give the student more responsibility the next time a group project

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comes up. Maybe give them a special task at the beginning of each class
period, such as collecting the homework assignments from the bin.
Of course, there will be things that are not tolerated in my classroom, such as
sexual harassment and the use of slurs. In cases such as these, my response
may alter a little bit. Its different when misbehavior is directed at me. When
misbehavior is directed at other students, I will be much stricter. I will still
speak with the student and ask them why they chose to act in such a way, but I
will be significantly less willing to compromise. In cases such as these, I will
most likely explain the damage such words or actions can do and attempt to
give the student an understanding of the history of such language and actions.

5.1 ARTIFACT: FAIR VERSUS EQUAL VISUAL

Source: O, A. (2015, November 3). Teachers Who Love Teaching Teach

Students to Love
Learning. Retrieved May 9, 2016, from
http://missabbyo.blogspot.com/2015/11/fair-does-not-always-mean-equal.htm

6 PARENTS AS PARTNERS
Parents, in my classroom, are to be considered as essential to the classroom
process. Although I will not expect or demand parent involvement in what their
children are learning, I will be prepared to include parents in the process. It is
more beneficial than not to have parents up-to-date with what is happening

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within the classroom. On this note, I will make communication between myself
and the parents a priority.
I understand that parents are not always able to come into the classroom or that
parents may not always be able to make it to Parent-Teacher Conferences, so I
want to make sure that information about what is being done within the
classroom are always available for parents. This will be done with an online
website that parents, as well as students, can access. This website would
include periodic posts from me. This posts would be rather casual and they
would briefly explain what their children are learning about currently in the
class. It would also include PDF files of assignments, permission slips, and any
other materials they may need to be informed about what their children are
working on in class. It also provides students with a chance to print off
resources if they missed class.
When it comes to communication, it is seen as a necessity. As a teacher, I will
make a point to reach out to parents. I think that it is important to establish a
relationship with the parent(s) and it is important to establish this relationship
early on. It would be beneficial to already have a relationship with the parent(s)
so that if something undesirable were to occur, there is already an established
dialogue in place. The parent(s) will not only be contacted when their
student(s) have misbehaved in some way, they will be contacted when things
are positive as well. It is important to make sure that the parents are not
dreading a call from me. When I call, it will not always be to deliver bad news.

6.1 ARTIFACT: PHONE CALL SCRIPT

Me: Hello. My name is Hannah Smith. I am _________s 10 th grade English
teacher. I was wondering, may I ask whom I am speaking to?
ANSWER
Me: Hello, _________. Would now be a good time to speak to you about
_________?
ANSWER: Yes.
Me: Okay. Thank you for taking the time to talk. Im sure youre very busy. I
just wanted to send a quick call to let you know that ________ is doing very
well in class.
ANSWER: Thats nice.
Me: At the beginning of the month he was very shy and he didnt raise his
hand very much, but I have been seeing a huge improvement with his
participation. It seems like hes starting to get a little more comfortable in
class.

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ANSWER: Im glad to hear it. He was nervous about English. Hes had a hard
time before.
Me: Well, if you have a chance, please let him know that he is doing a great
job and I am very happy to see that he is feeling more comfortable in class. If
he has anything he wants to talk to me about, he can let me know.
ANSWER: Okay. I will let him know.
Me: All right. Well, I dont want to take up too much of your time. Thank you
for speaking with me. Please let me know if you need anything or have any
questions.
ANSWER: Thank you. Have a nice day.
Me: You too. Bye.