Mrs.

Jackson’s
Classroom
Management Plan

PREAMBLE:

In order to maintain a safe and positive learning environment for my students,

I pledge to always show respect and responsibility to my students. In order for my
students to truly understand respect, trust, and taking responsibility, I must model it
for them through my own actions. Part of modeling these attributes include creating
and maintaining a positive learning environment, creating supportive and preventative
techniques, classroom procedures, and effective communication towards students,
parents, and fellow staff members.
Throughout this classroom management plan, I will present procedures and
techniques used within my classroom. Using these procedures and techniques
effectively will help support students in learning and behavior.

PREVENTATIVE TECHNIQUES:

Teaching Procedures are taught strategically throughout the first 4-6

Procedures weeks of school. During the first few days, students are
guided through a regular school day with opportunities to
practice examples and non-examples of expectations and
procedures.
Students review expectations after each weekend/long
break.
Classroom • Follow Directions the 1st Time
Expectations • KHYFOOTY: Keep your hands, feet, and other objects
to yourself
• Be Respectful
• Be Your Personal Best
Classroom Students change seating arrangements each month in order
Arrangement to keep discussions fresh and perspectives open.
Students are kept in groups of 2 – 6.
Students are kept in even numbers for effective group
discussions and partner reading.
Team Building Ice-breaker questions at tables: M&M’s or Skittles
Maintaining the Marble game
Play Ball question game
Tallest Freestanding Structure

SUPPORTIVE TECHNIQUES:

Guiding Techniques Curriculum and Behavior Expectations are taught in a

systematic fashion:
1. Explanation (Engagement)
2. Modeling (I Do)
3. Guided Practice (We Do)
4. Independent Practice (You Do)
Time on Task • Room arrangement: well-organized room
Techniques arrangements provide easy student movement and
good teacher-student eye contact. Quick access to
difficult situations helps diffuse problems more
easily.
• Rules and procedures – establishing effective
expectations and procedures reduce the time spent
on disruptions.
• Transitions – creating and maintain practiced
transitions help students move in, out, and around the
the room smoothly and get to work quickly at the
beginning of class or on the next learning
activity. This is maintained by time limits and the use
of signals.
• Preparation and pacing – using planning time
efficiently and correctly helps to guide the lesson for
the students more effectively.
Intervention Use of school-wide Multi-Tiered System of Support (MTSS)
and Positive Behavioral Interventions and Supports (PBIS).
Use of behavior contracts are discussed with families and
school social worker/support staff
Conflict Resolution Students are taught:
• That conflict is normal, and even a healthy, part of
relationships
• How to quickly relieve stress by recognizing emotions
• How to improve on nonverbal communication skills
(body language)
• How to use “I” statements
 One-on-One Maintaining positive relationships and establishing trust with
Conversations with students is one of my greatest strengths. This can take
Students weeks or even months to create these relationships,
however when students feel like their teacher cares about
their feelings, interests, and education, students are more
willing to meet expectations and show respect.
Student conversations happen each day – either
academically related or socially related. The use of slang or
inappropriate language is not accepted.
Proximity Control • Stand tall with good posture
• Stand close
• Use as a reminder for on-task behavior
• Be available to students
• Redirect students
• Scan the room
Body Language • Keeps an open and calm demeanor
• Positive and appropriate facials expressions
• Eye contact
• Smiling
• Avoid barriers between teacher and students
Voice Level Level 5 – outside voice
Level 4 – presenter voice
Level 3 – table talk
Level 2 – partner talk
Level 1 – whisper
Level 0 – silence
Attention Getter “One, two, three… eyes on me!” “One, two, eyes on you!”
“Holy moly!” “Guacamole!”
“Match me in 5… 4… 3… 2… 1…”
“Teach!” “Okay!”
Clapping and repeating techniques
Train whistle… “ALL ABOARD!”

PROCEDURES:

When Mrs. Jackson is talking…

• Voice level 0.
• Eyes on me at all times, unless I have given you permission to write or look
somewhere else.
• Responses are expected always!
Getting Mrs. Jackson’s attention…
• Voice level 0 until you are acknowledged.
• No verbal outbursts!
• Show me that you have a question or comment and I will either call you by your
name or nod to you.

Entering the Classroom…

• Walk in and drop of your backpack/coat at your cubby with your number on it;
evens on the left, odds on the right.
• Head straight to your seat as soon as your backpack is put away.
• Problem of the Day is presented on the board; it is the student’s responsibility
to complete the Problem of the Day with given instructions before 8:50 am.
• Breakfast will be given: as I call student’s name, they will respond “yes, please”
or “no, thank you.”
• Once breakfast is done, throw away the trash.
• Water must be running when you dump the milk down the sink.
• “Breakfast buddies” will be assigned daily through the Problem of the Day.

Lining up…
• We will line up in number order from least to greatest (or greatest to least,
whatever I decide!)
• Eventually, we will line up randomly or by tables.
• We face the door, not our neighbor.
• Eyes front.
• Arms folded.
• Level 0 voice.

Hallway expectations…
• Single file line.
• Walk along the second tile in the hallway.
• SINGLE FILE, SECOND TILE!
• Level 0 voice.
• We will have meeting places for each place we travel.

Recess expectations…
• Stay on the correct path to the playground! Equipment stays in your hands until
we reach beyond the red line.
• KYFOOTY: Keep your hands, feet, and other objects to yourself
• If you found it on the ground, it stays on the ground! Including rocks,
woodchips, snow, ice.
• Ice skating stays in the rink.
• Stay in your grade level area.
 • Fence is beyond the limit for students.
• We walk out together, and we walk in together!

Entering the classroom after recess or lunch…

• Level 0 voice.
• Immediately to your table and chair in less than 10 seconds from entering the
classroom!
• If there are materials on your desk, remember… HANDS UP, HANDS OFF!

Lunchroom expectations…
• Follow lining up procedures.
• Always say “hello” and “thank you” to lunch workers and custodians that help us!
They are our buddies.
• Our food is OUR food.
• We walk throughout the lunch room and we walk to recess.

Tables totes…
• We do not touch materials in our Table Totes unless you are given the
instruction to do so (the only exclusion is pencils). We always need to write!
• Every week, tables will be assigned “Table Captains”! You will have the Table
Captain title on your desk at the beginning of the week.
• Table Captains are in charge of taking inventory of the Table Totes. If you are
missing something or need something new, you can write me a sticky note at
the end of the day.
• Table totes will not always be there… and materials may not always be the
same...

Classroom supplies…
• All needed supplies for lessons will always be in your Table Tote.
• If I forget to give your table a supply, raise your hand to give a comment and
I will have your Table Captain gather the materials.
• Books and materials remain closed and untouched until we are ready to go.
• Materials are treated with respect. Erasers remain on pencils, expo markers
stay in table totes, papers remain with no rips or doodles.
• HANDS UP, HANDS OFF!

Sharpening a pencil…
• If you break a pencil from your Table Tote, you can request to get a new one –
I don’t like the sound of pencil sharpeners.
• Hold up your pencil to show need.
• One pencil goes in the “broken” bucket and one pencil comes out of the
“sharpened” bucket.
Getting a drink and using the restroom…
• 3 second gulp after recess: “One, two, skidoo!”
• No water breaks during classroom time
• Bathroom breaks must be taken during recess and lunch!

Classroom library expectations…

• WE LOVE READING!
• You can check out books before and after school ONLY.
• You are more than welcome to check out books and read them if you are
finished with work early.
• Mrs. Jackson’s books stay at school.

Small Groups and Rotations…

• Centers are: reading rotations and math rotations. Procedures stay the same
each week.
• Math Rotations and Reading Rotations calendars are used as guides throughout
the week. Each day is listed with expectations.
• Voice level 1 – we will always be discussing and having collaboration with each
other.
• A timer will be displayed on the board to let you know how much time you have
in your center.
• No materials will be brought from center to center, only YOU!

Ending the day…

• I will allow you to put up your chairs and get your backpacks one table at a
time – each table must have finished the expectations of Table Totes and
organizing books and papers in your desk.
• Once you have gotten your materials to take home, we line up according to Line
Up procedures: level 0 voice, facing the door, arms to ourselves.

REWARDS FOR OUTSTANDING BEHAVIOR:

1. Positive comments
2. Positive phone calls/notes home
3. Raffle tickets
4. Non-tangible rewards: lunch with teacher, extra Chromebook time, listen to
music while working
5. Tangible rewards: candy, pencils, erasers, stickers

CONSEQUENCES FOR NEGATIVE BEHAVIOR:

1. Clip down on class chart

 2. Fill out “stop and think” paper
3. Office Referral
4. Parent/student conferences
5. Parent contact
6. Loss of privileges (recess, activities)
7. After School Re-teach
8. Individual classroom supports (orange sheet)
9. Behavior feedback systems (Stop and Go, Stop and Think)

COMMUNICATION WITH PARENTS/GUARDIANS:

Phone Calls Phone calls/text messages are used as positive
reinforcement for students. Parents are contacted at least
once each month about their student in particular.
Notes Home Notes home are used as positive reinforcement when a
student receives a proficient or above on an assessment.
Classroom Webpage http://jackson5thgraders.weebly.com/
“Mrs. Jackson’s 5th Grade Scholars”