running head: CLASSROOM MANAGEMENT PLAN !

Classroom Management Plan

Caleb Ricks

ITL 530

National University 

CLASSROOM MANAGEMENT PLAN !2

Abstract

An effective classroom management plan gives rise to an effective classroom. A

classroom management plan is reliant upon organization and structure. The rules and procedures

of my classroom act as the foundation of this structure and create consistency in the classroom.

These rules and procedures do not exist for the sake of punishment, but so that the classroom can

operate as efficiently as possible. The rules also help to create a safe space in which all are

treated with respect and fairness. Rewards and consequences stem from the foundation of rules

and procedures, encouraging positive behavior and disciplining bad behavior. Group contingent

for my class include movie days while misbehaviors are met with a three strike rule. More

serious offenses are met with restorative justice, an innovative method of repairing the harm

caused in an altercation and reintegrating the wrongdoer into the classroom. I will use UDL and

the opportunity of choice to facilitate student engagement and motivation. Students will grow

emotionally and socially by learning self-regulated strategies. Lastly, my classroom management

plan will encourage an environment of diversity and open-mindedness.


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Classroom Management Plan

Every effective teacher has a clearly defined classroom management plan to facilitate

learning in the classroom. A classroom management plan includes the procedures and practices

that teachers use to create and maintain a classroom environment in which instruction and

learning can occur seamlessly. According to Wong H. & Wong R. (2018), an effective classroom

management plan establishes a strong foundation for a successful classroom. An effective

classroom management plan not only provides students and teachers organizational and

instructional support, but also with emotional support (Wong, H. & Wong, R., 2018). An

effective teacher must construct a classroom management plan that consistently provide students

with an organized and structured environment. An inconsistent and fragile management plan will

incite confusion, anxiety, and frustration amongst students, hardly an effective emotional state

for learning. Procedures that explain not only what students should do but also how they do it

increase student engagement as they settle into the comfort of expectancy, completing tasks in

the ways that the classroom environment expects. However, these expectations do not come pre-

established with every classroom. It is important to note that effective classroom management

does not just happen—it arises through the purposeful and effective planning of the teacher. After

all, as Wong H. & Wong R. (2018) state, “If you are not managing your classroom, then your

students are managing it for you.”

Rules and Procedures

Rules and procedures provide the backbone of any classroom management plan.

Effective rules are not described in order to merely control students and provide a warning of
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punishment. Instead, rules should act as guidelines that help students carry out the proper

classroom procedures. In this way, rules and procedures go hand in hand. Procedures involve

how things are done in the classroom while rules are concerned with how the students behave

while carrying out these procedures (Wong, H. & Wong, R., 2018). Rules, in a sense, control

how students behave. However, because I do not incorrectly associate classroom management

with student discipline, I understand that rules nurture good behavior. A strong classroom

management plan, of course, does involve managing behavioral through the use of discipline, but

it mainly provides rules and procedures so that students are successful. I believe it is important to

highlight that rules are not presented in the class for the sake of potential punishment. Instead,

rules should be in place to provide consistency and organization in the classroom. I would never

want my students to interpret a rule as “do it this way… or else.” Instead, I want my students to

understand why the rules are in place. I do not have rules in my classroom to coerce students to

comply. I have rules to govern how procedures are done and to ensure that students are following

the proper procedures.

For this reason, I will encourage that my students help establish the rules within the

classroom. There will be campus-wide rules that will be pre-established, but I will have my

students help establish the classroom rules on the first day of school. I will have teacher-

established rules, such as attendance, restroom use, late work, and class materials, but I will work

with my students to establish the rules regarding collaboration and speaking in class, as I believe

these are best followed when students create these themselves. I believe that when students

establish rules for themselves, they are more apt to follow them as they understand why these

rules are in place. I especially want my students to establish the rules for social interaction in the
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classroom as I believe this is where most misbehavior arises. If students help to create the rules

that govern how they talk to me as their teacher and to their peers, they will be encouraged to

uphold these rules. Examples of student-established rules include:

• Listening to the Teacher and Others: Students will not speak while someone else is

speaking. Students will raise their hands and wait to be called on to speak. This allows

everyone an opportunity to share ideas.

• Talking to Other Students: During collaborative work, students will remain on task and

discuss the assignment. Students will execute proper speaking and listening skills. Students

will use academic language when speaking in the classroom and will speak to their peers with

kindness, understanding, and respect.

• Boundaries: During peer review, students will act professionally and offer constructive

criticism. Students will encourage and support one another during the writing process. Students

will remain open-minded and inclusive during collaboration.

• Fair Treatment: Students will treat others the way they wish to be treated.

• Respect: Students will promote a positive and safe learning environment by being supportive,

inclusive, open-minded, and tolerant of other cultures, traditions, identities, and backgrounds.

Although I strongly believe that students should help establish social rules in the

classroom that guide conversation and collaboration in the classroom, I believe that there are

some rules that should be present in every classroom and therefore should be established by the

teacher him/herself. This is not because I want to control my students in certain aspects but

because these rules are essential to any effective classroom. By establishing some rules myself, it
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is my intention to teach my students how to be responsible for the appropriate classroom

procedures. Essentially, these rules will inform students about the behavioral expectations of the

procedures in my classroom. These rules that I will establish myself include:

• Transitions: Students will arrive on time for class and be seated before the bell rings. Students

will be silent in the hallways and will stay on task during collaborative work.

• Materials: Students will arrive prepared for class with writing utensil, notebook, and assigned

materials. Extra writing utensils and paper will available in class.

• Class Materials: Class copies of texts, writing utensils, and lined paper will be available at the

front of room.

• Restroom: Students will raise their hand and ask to use the restroom. Students will not be able

to use the restroom during the first and last 10 minutes of class.

• Eating and Drinking: Students may drink water in class but eating is only allowed outside of

the classroom

• Teacher’s Desk: Items on the teacher’s desk are not for student use. Any materials the students

need will be located on the table at the front of the room.

• Attending to Directions: Students will limit confusion and promote time management by

following the teacher’s directions and the directions on assignments.

• Absences: The school’s absence policy will be adhered to in the classroom (one additional day

to make up work for every day absent). Any missed assignments can be accessed on the class

website and any worksheets will be available in the folders at the front of the room.

• Incomplete Assignments: Failure to complete assignments will result in a zero grade.

However, students have the opportunity to make up assignments during lunch or after school.
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• Health and Medications: The class will follow the procedures regarding health and

medication as outlined by school policy. Classroom and instructional adaptations will be made.

In terms of IEPs and medications, the teacher will follow the student’s IEP and contact school

health professionals.

Now that the behavioral expectations for the carrying out of procedures in my classroom

have been outlined, I will explain the procedures I will have in my classroom. Procedures must

be rehearsed and I understand that I will need to model the procedures and that my students will

need time practicing the procedures. Part of my classroom management plan involves using time

as wisely as possible. Through our class readings, critiquing a teacher’s classroom management,

and our fieldwork observations, I learned that consistent routines are an extremely important

aspects of classroom management. Not all students are fortunate enough to live stable

households, and feelings of anxiety, insecurity, and instability arise if the classroom is yet

another hectic environment (Wong & Wong, 2018). The main way to help students feel secure, I

have learned, is through establishing a clearly defined set of expectations and routine. By

enacting procedures such as a formal greeting, class agenda, and opening assignment, a teacher

can create a safe, supportive, and efficient classroom. This way, students will not experience the

fear of the unknown in my classroom. I want my students to walk confidently into my classroom

knowing what to expect and knowing that they can achieve.

At the start of every class period, I plan to formally greet every single one of my students

as they enter the classroom. I do this not to appear as a formal figure for my students, but so that

my students recognize that I appreciate each and every one of them that enters that day.
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According to Wong H. & Wong R. (2018), “As you greet your students each day, you connect

with them. You that you care that they are in your classroom.” I want my students to know that I

appreciate the fact that they are attending my class. I want my students to know that I notice their

presence, and a brief handshake at the door provides a great opportunity for connections with

students. If I do this every day, I will connect with my students and show that I care consistently.

A daily and weekly agenda can also a great procedure that can create consistency in the

classroom. Wong H. & Wong R. (2018) state that consistency is the most important element to

enforce as it maintains stability in the classroom. I will have a daily agenda on the board that

displays the day’s tasks. This consistency allows students to consistently know what is expected

of them in the classroom. Copying down the agenda establishes a daily and weekly routine for

the students, which successively provides comfort and welcoming to students.

While my students are working on their opening assignments, I will circle the room and

stamp their homework or previous day’s Journal Assignment for credit. Students will be taught

and accustomed to have the previous day’s assignment out on their desk for review. In terms of

absences, a folder titled “Absent Work” will be held at the front of the classroom. This folder

will be divided by days of the week. Students that have been absent will go to this folder to

retrieve the worksheets and assignments they missed while they were gone. Students will

understand that it is their responsibility to retrieve and complete any work that occurred while

they were absent. The policy for completing absent work will be reflected by the school policy.

Other procedures to be taught will include:

• Keeping your notebook (journal entries for opening assignments and in class work)
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• Going to the restroom (raising your hand to be excused but not 10 min after first bell or

10 min before dismissal bell)

• Passing in papers (on desk or bins labeled with period number for in class work)

• Returning student work (passed back during opening assignment)

• Headings on papers (name, date, period)

• When you finish early (helping other students, silent reading)

• Asking a question (raise hand and wait to be called on, no calling out answers)

• Walking in the hall (silent, mature, respectful)

• Fire drills, earthquake, etc. (follow school procedure)

• When visitors are in the classroom (proper behavior, respect, maturity)

• If the teacher is out of the classroom (discuss how to behave when substitute teacher is

present-- rules and procedures will remain the same)

• Entering the classroom (greeting, entering silently, immediately beginning opening

assignment)

• When you are tardy (stay after period to have work checked as to not disrupt class)

• Dismissal (bell does not dismiss-- I do)

• Participation in class discussions (“talking chips” during collaborative work)

• When you need a pencil or paper (borrow from classmate or ask teacher) 


Rewards and Consequences

In terms of rewarding appropriate behavior, I will use a group contingency plan.

According to Curran (2013), group contingency increases appropriate behaviors and decreases
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undesirable ones by setting a group goal. I use a form of interdependent goal achievement

through the use of marbles. I got this idea from observing a teacher I have been observing

throughout this program— Mrs. Rogers from Tahquitz High School. I had previously struggles

thinking of ways to bring an age-appropriate group contingency plan into the classroom. Like

Mrs. Rogers, I would like to use marbles as a group contingency reward. The use of marbles,

according to Curran (2003), is an interdependent goal where “the class, or a group within the

class, earns a special reward when every individual in the identified group meets an established

goal.” Every time students exhibit good behavior, such as entering the classroom in accordance

to procedure, working on their opening assignments, or properly transition in Lit Groups, I will

add a handful of marbles to a large jar. Once the jar is full, the students will be rewarded with a

movie day. However, the jar will be large and will need several days, even weeks, to fill, so

students will be given this reward sparingly, which I believe will make this reward something to

look forward to. I really like group contingency plans as they encourage positive peer pressure

where students help keep their peers on task I will also use specific praise as a reward for

individual students and for the whole class. Curran (2003) explains that specific praise

recognizes a student’s desired or correct behavior. This praise can help strengthen student-student

and teacher-student relationships by fostering a positive and supportive classroom environment

(Curran, 2003). For example, I will thank a student for silently beginning her opening

assignment at the start of class or for another student for helping out his peer during Lit Groups.

It is my hope that using praise will allow the students being praised to act as role models for their

peers. If a student is being rewarded with praise, I believe that other students will take not and

attempt to reproduce the same behavior.

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The marbles will also play a role in consequences. If student do not follow procedure or

break the classroom rules, I will remove a handful of marbles from the jar. For example, if the

class enters the room rambunctiously and the majority of students have not started working on

their opening assignments, I will remove a handful of marbles from the jar. The students will

have the opportunity to earn these points back when exhibiting good behavior. Another group

contingency consequence I would implement would be writing a letter that provides six possible

solutions for the class problem. Each student will need to submit their own individual letters that

outline six possible solutions to fix the misbehavior the class is being disciplined for. For

example, if a class was dismissed from a period and they left the room a mess with papers and

trash on the floor, I would have the students of that period write a letter explaining why the state

they left the room in was unacceptable. I would then have the students identify who is affected

by this misbehavior (me, the custodians, next period students) and how they are affected. I will

then require students to outline six possible solutions to remedy the bad behavior. In a way, this

is a brief use of restorative justice where students must look at the emotional and social impact of

their behaviors. Consequences involving individual students will occur on a three strike basis.

For an individual’s first offense, I will provide a verbal warning to the student reminding him or

her that his or her behavior is not in compliance with the classroom rules. A second correction

will result in another warning and I will let the student know that if I need to correct him/ her

again, then he or she will get detention. A call home will follow and a referral will be written if

the misbehavior persists. More serious offenses will, at my discretion, result in more serious

discipline regardless of the pervious consequences given. For example, if two students get into a
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fight in the classroom, I will not provide a verbal warning. Instead, I will contact campus

security.

Intervention and Support Strategies

After learning about restorative justice in this class, I now know that I want to use this as

my primary intervention and support strategy. Of course, restorative justice is not practical for

minor misbehaviors, such as entering the class loudly, acting off task, or eating food in the

classroom. These types of behavior will be met with the three strike consequences I described

above. Rather, I will reserve restorative justice for the misbehaviors that truly have a negative

impact, such as fighting (both inside and outside the classroom), talking back to the teacher (me),

and students disrespecting their peers (discrimination, bullying, etc.). I believe that restorative

justice has a greater impact in the classroom when dealing with students’ misbehaviors than does

suspension. According to Maynard & Weinstein (2019), traditional forms of discipline, including

suspension, which remove students from their educational settings in hopes of remedying the

behavior. This, in turn, increases students’ likelihood of incarceration, increases students’

likelihood of entering the school-to-prison pipeline, affect students’ educational trajectory, and

isolate and stigmatize students Maynard & Weinstein (2019). It is extremely difficult for students

that are suspended to shrug off their label as the “Suspended Kid” and be reintegrated into the

classroom. Sometimes, this may even destroy the relationship this student has with peers and

teachers (Maynard & Weinstein, 2019).

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Engagement and Motivation

Many types of student misbehavior arise because the student is not engaged or motivated

by the lesson. Students that are unengaged are often off task during times of independent study,

obstructing themselves and other from completing assignments. However, when students have an

interest in what is being taught, they are more apt to engage in the lesson. One of the ways I will

use my students’ interest in order to engage them in the lesson is through choice making.

According to Curran (2003), choice making provides an “increase in students’ assignment

completion and accuracy, increases student engagement, and reduces disruptive behavior.” To do

this, I will offer the students choices within assignments that will reflect their interests. I will find

out my students’ interests by observing them and building relationships with them. This way, I

could select a group of texts that reflect my students’ interests and let them choose one text from

this group to do a project on. If I was teaching my students how to write a research essay, I

would allow them to choose any topic and research that (with my approval). I believe that

students will be far more engaged when they are able to read texts they want to read and research

topics they are interested in. This, I believe, will also make them more engaged in classroom

discussion as they will have an interest in what is being discussed.

Another way to motivate and engage students is through implementing UDL in the

classroom. Universal design for learning involves providing students with multiple means of

representation, presentation, and expression. This way, all types of learners can engage in the

material without being alienated. If we are reading a chapter, for example, I may have my

students summarize the chapter in various ways. Visual students will be able to illustrate an
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important scene from a chapter and describe its significance. Kinesthetic students will be able ti

act out the scene while other students may wish to write a summary. Collaborative work can be

kinesthetic, auditory, visual, and social, offering multiple forms of engagement for students.

Social and Emotional Skills

One of the ways in which I will teach my students social and emotional skills is through

having them practice self-directed behavior strategies. Self-directed behavior strategies provide

students with the responsibility to monitor and regulate their own behavior rather than having the

teacher monitor student behavior (Curran, 2008). I will teach my students the appropriate self-

directed strategies, I will give them an opportunity to select their own replacement behaviors for

the misbehavior, strategies to decrease the occurrence of the bad behavior, and ways to monitor

and evaluate their progress. This way, students play the central role of regulating and evaluating

their behavior. Not only does this free up the teacher’s time and allow the teacher to assist

students rather than monitoring behavior, but it also teaches students the valuable skill of self-

monitoring. This teaches the students responsibility, empowers the student by making them the

leaders of their own actions, and encourages self-control (Curran, 2008).

Along with self-directed behavior strategies, I will teach my students self-regulation

strategies. According to Slavin (2018), self-regulation is the ability for people to “observe their

own behavior, judge it against their own standards, and reinforce or punish themselves.” Curran

(2008) expands on these findings by stating, “Self-regulation strategies reduce disruptive

problems in the classroom by encouraging students to manage their own behavior.” The use of
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marbles as a form of classroom behavior regulation is a perfect example of teaching students to

self-regulate. As students become more accustomed to the types of behaviors that lead to me

removing marbles from the jar, they will begin to learn how to regulate themselves. They will not

allow themselves to exhibit bad behavior as it causes me to remove marbles from the jar. This is

almost acting as a scaffold for self-regulation as students become accustomed to behaving in task

without needing verbal warnings from me as their teacher.

Culturally Responsive Teaching

As an educator, I want to celebrate and value diversity in my classroom. Every classroom

is made up of a unique combination of students. To show these students only one world view and

to study only one dominant culture is to do them a disservice. As an English teacher, I want to

incorporate texts that reflect the diverse backgrounds in my classroom. I will ensure that I do not

only pull texts from the white literary cannon. Instead, I will expand my students’ world views

through exploring texts that reflect traditions from all over the world. By learning about diverse

traditions, it is my hope that students will grow to be accepting, tolerant individuals. For

example, many of the classrooms that I have been observing in have large population of students

who are English Language Learners. Because of this, I will use multiple means of expression

when teaching a lesson. For example, this may include providing Spanish subtitles on a video we

are watching in class, providing a word bank on activities, and providing a Spanish audio book to

help facilitate comprehension in the classroom. I would also incorporate texts that explore Latino

culture into the classroom. So many students are robbed of exploring their culture through

literature, and I will ensure this does not happen to my students.

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Summary and Reflection

This assignment has given me a great opportunity to construct the skeleton of what will

later be my classroom management plan. Outlining the rules and procedures gave me an

excellent opportunity to reflect upon why I will have rules in my classroom. I want my students

to understand that the rules are guidelines that help foster a collaborative, safe, positive, and

inviting learning environment. The procedures allow for an efficient classroom that maximizes

learning opportunities. I also want my students to learn how to monitor and regulate their

behavior as individuals. This requires maturity and diligence, skills I hope to instill in my

students. I will ensure that the diversity of my students reflects what they are learning in the

classroom. This learning, of course, is dependent upon an effective classroom routine.

This assignment has really shown me how much thought must be put into a classroom

management plan. The processes, procedures, rules, and skills mentioned in this paper only begin

to scratch the surface of classroom management. Not only does a teacher need to define the rules

and procedures of the classroom, but a teacher also teaches behavioral management, regulates

students’ behavior, and carries out discipline if necessary. At first, this seemed intimidating, but

once I started to think through the blueprint of my classroom management plan, I grew less

anxious. I understand that an effective and consistent routine makes it so every single person in

the classroom knows exactly what is expected of them. My main take away from my readings is

that all of these all of these rules, procedures, and behavioral expectations must be consistent day

to day. 

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References

Curran, C., & the IRIS Center (2003). Encouraging appropriate behavior. Retrieved from http://

iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_encappbeh. pdf

Curran, C & the IRIS Center. (2008). SOS: Helping students become independent learners.

Retrieved from https://iris.peabody.vanderbilt.edu/module/sr/

Maynard, N & Weinstein, B. (2019). Hacking school discipline: 9 ways to create a culture of

empathy & responsibility using restorative justice. Highland Heights, OH: Times Ten

Publications.

Slavin, Robert E. (2018). Educational psychology (12th ed.). New York, NY: Pearson.

Wong, H.K., & Wong, R.T. (2018). THE classroom management book (2nd ed.). Harry Wong K.

Wong Publications, Inc.; Mountain View, CA.