Elizabeth A.

Snow
Classroom Management Plan

The following classroom management plan details aspects of my philosophy, rules, and expectations for my
Language Arts classes. I will use this management plan as a guide throughout the year in order to help me
make decisions, plan lessons, and work with students.

1. Teaching Philosophy (Behavioral): My philosophy for behavior stems from both humanistic theory and

the cognitive theories of motivation. More specifically, I believe students are more than who we see in the class.

If a student has a negative interaction or event occur before school, this will adversely impact their desire to

participate in learning/cooperate with their teacher. As a teacher, I hope to demonstrate through my attitude

accessibility and understanding so that students are able to approach me if they have something impeding their

progress.

From a cognitive perspective, Ive now had experience looking into antecedents and setting events for

behaviors as a part of my understanding that the instruction and the learning environment may also impede a

students learning and incite certain challenges. If I am able to respond to these behaviors, I need to be able to

understand why a student is behaving a certain way, what theyre hoping to accomplish with the behavior, and

what I can have them do instead that might actually still serve a want/need.

As a teacher, I also need to be reflecting constantly on what it was I was asking of my students and how that

might have impacted them. I also need to be recognizing how I reacted to their behavior, and what I can do to

improve (the students and my) situation for the next day of learning. There may also be a question of access

whether to the curriculum or to another motivation, and that needs to be in constant observance as well.

2. Incorporate school policies and procedures: The Salt Lake City School District Board of Education

expects all district students to behave in a manner that promotes positive school climates, supports academic

achievement, and emphasizes civility, fairness, mutual respect, and acceptance of diversity. SLCSE encourages

taking healthy risks and respect. As well, a recently implemented policy for phones took effect wherein students

are asked to turn in cellular devices at the beginning of the day to maximize social time and minimize negative

cyber interactions via text/mobile app. In class, I plan on setting up their expectations for me on the first day
(asking for their input). Then ideally, I will be able to turn it around and say that it is fair of me to expect the

same from them. I believe this will help establish a positive environment because their input will be taken into

consideration and applied widely. It will be fair as well because they will have constructed the expectations to

begin with. I can then add on some of my own after.

Attendance and participation dont always go hand in hand like people think. I definitely will construct an

agreement about attendance, but I will also make it clear that showing up doesnt equal out to constructive

and active participation. As one of my professor phrases it, being a warm body in a seat doesnt help the

learning of yourself or others. You have to be willing to make thoughtful contributions to the class and

demonstrate that you want to be there. If my students are doing the latter and always coming to class, these will

result in rewarded points that positively affect their grade. If they arent coming and arent participating in class,

this will adversely affect their overall grade and ability to make-up work (as outlined in Ms. Bradys

disclosure).

I also want to address technology (if it is a concern in my site, if not, for the future). There will be plenty of

times where we use technology in the class. That being said, as a teacher, I cannot always be competing with

cellphones and the attention they draw. For that reason, students will be assigned a slot at the front of the

classroom where they need to deposit their silenced devices before instruction begins. With respect to any

general school policies, if students are found to be using devices without permission, they will have them taken

away and turned into the office to be picked up at the end of the school day.

3. Consider preventive methods of classroom management: I generally dont have minimal issues with

setting the tone for a class and what students can expect of me because upfront, I outline the expectations for the

class. I like to get into the fixed aspects of class such as the ATB, as this will help to establish a routine, along

with weekly homework. I also try and make sure that I learn more about each student in the first week with an

icebreaker activity.

As far as setting some rules and consequences, my biggest one would be in regards to technology. I see

that as an immediate impediment to the learning environment. Phones shouldnt be with students in middle
school, so in partnering with the administration, I would like to ensure every student is aware of our policies

and if theyre found with their phone, they know it gets turned into the office and must be retrieved by a parent

at the end of the day.

Setting up rapport can help with routines as well. As one of my professors said, mine your classroom

from day one. This means honor and run with the contributions given to you by your students, even if it wasnt

the answer you were looking for. Conversations in class (especially for English) can take some interesting terms

whether youre talking about positions of an argument or passage analysis. This will create a more nurturing

environment so that students may be prone to sharing more often, knowing there isnt just my answer to

questions.

4. Move on to positive reinforcement

For students who are actively participating, attending class, and keeping up with our device policy, I

could utilize a few different modes of positive reinforcement. Primarily, I will verbally praise explicit behaviors

and contributions in class. Second, (and Im curious to see if this would land for middle school students) I

would make a kudos wall for the classroom. Students and I could post notes thanking and recognizing other

students for good work in the class whether it was a good presentation or helping another student with work.

Third, I would offer extra credit for good traits and contributions (certain amount max for each day).

5. Define classroom rules: My class rules would be kept fairly simple:

1. Be ready: Showing up on time with finished homework, needed school materials, showing alertness and

attentiveness to class discussions and lessons.

2. Be responsible: Own your choices, ask for help when you need it, regulate your time well, and work well in

partnerships/groups.

3. Be respectful: Focusing where you need to instead of getting off task, and help create a positive

environment by showing constant kindness and understanding towards peers and school staff.
The rest of the rules can be worked out/negotiated as a group.

6. Understand each childs motivation: Motivations: attention, escape, tangible item, and sensory.

For attention seekers, open praise for good behaviors tends to be a good motivator for them. Time with a

chosen partner/friend to complete assignments can also be good given that students seeking attention might also

crave social interaction. Escape-motivated students will be given two break passes, guaranteeing them a 5

minutes pause from an assignment so they can stretch, rest their head on their desk, go out in the hall for a

moment. This would be beneficial because it doesnt detract heavily from instruction (these students sign them

and put them on my desk when theyre being used) and they get to leave an assignment momentarily. These will

only be handed out if a behavior is constantly presenting itself. Aside from that, the student might be given a

non-assignment based job to complete quickly that helps the class/teacher. The students seeking tangible items

(if there is a token-based economy) they can earn credits there. Sensory students can be provided with a

standing workspace at the back tables or a workout ball to sit on.

7. Explain consequences for breaking those rules: In each scenario, the student is first presented with the

opportunity to discuss issues with me and resolve them. After which time, there will be a gradual progression of

consequences that students will be previously notified of. If the student is constantly unprepared: tardy and/or

absent, doesnt finish assignments, I will first have a direct conversation with the student after class to see what

we can do to work it out. If it continues, an email or a phone call home will be sent to notify the

parents/guardians. I might also get in communication with the previous teacher (if any) to see what we can do

about getting the student to the next class in a timely manner.

If homework isnt being completed, I will see first if they need my assistance to clarify assigned work.

However, if that isnt an issue, I will have them come in before/after school to do assignments. If that doesnt

work, then I will try to set up a meeting with the parents and student. If students arent being responsible as

defined above, I will ask them to stay after class to do a check-in with me, talking about what decisions were

made in class, why, and what can be done differently by both sides. After that, if irresponsible behaviors persist,
I will ask them to work solo on certain assignment and move their seat closer to the front. After that, I will have

them sit in another teachers class to complete work and Ill get in contact with the parents so we can have a

conference regarding difficult in-class behaviors.

If there are issues of disrespect being shown in the classroom, I again will talk with the student first to

see what is going on (giving them a chance to be upfront with any issues that might be impacting them). I will

also log an incident so we can have data collected. If it involves another student, Ill pull a school counselor to

come and talk with myself and the involved students to reflect and apologize for disrespect shown. If it happens

again, the parents will be informed of the ongoing behavior and the students will sign agreements to not interact

with each other for an extended period of time. A contract with also be signed if disrespect is being shown

towards me and well make up some agreed up consequences. After that time (for disrespect towards teacher or

another student), an office referral will be used wherein a conference with the parents will be necessary.