Classroom Management Plan
Upper Elementary and Middle School
Statement of Purpose
Our classroom will be a place of safety, learning, and fun. Students will be expected to participate in learning and behave appropriately, while the teacher will be expected to teach relevant material in an engaging and effective manner. All of us will discover the potential in ourselves and each other.
1- Be polite and courteous to others, keeping hands to self.
2- Come on time and prepared to class
3- Speak one at a time during class instruction
4- Follow directions the first time
I will ask students what good manners are and we will demonstrate good examples and non-examples. If necessary, we can vote on the ones we think are most vital and implement those. This will allow them to have an input on the rules, and they can help remind each other that they voted on them. Modeling and demonstrations will also be used for speaking one at a time and following directions. While teaching all of these rules I will explain why they are important and how the students will benefit from them, like having more time for free time and games because of following directions, or making more friends because of being polite. I will also give students an index card with a list (and pictures if necessary) of a few things they will need for class every day. They can keep this in their locker or book bag to remind them. I will give them the card the first day of class and explain why they will need each of those items for class. Later, I will verbally test the class to see if they remember what the rules are and why they are important. For the first few weeks of class I will also reward points for following the rules. We will also discuss as a class the consequences for not obeying the rules.
Strategies for reteaching
I will reinforce all of these rules with effective praise and awarding points if agreed on by the class. If rules are still not being followed, we will teach it again in much the same way, but have more examples and role plays, emphasizing the consequences of not following the rule.
Relationships with Parents and Students
At the beginning of the year a disclosure sheet will be sent home informing parents of my expectations and what their children will be doing in the classroom. Throughout the year, parents will be given either letters home or calls home, depending on their preference, of their child’s behavior- both good and bad. If different languages are needed to communicate effectively for either of these methods of communication, accommodations can and will be made. Letters sent home will need to be brought back with the parent’s signatures. Opportunities will be provided for family members and parents to come into the classroom to help volunteer, teach about their occupations, cultures, etc. I would like parents to be as involved as possible in the classroom.
Building relationships with parents and students-
One of my goals for my class is to get to know the families and parents of my students. Home visits would be ideal, but because of the amount of students I may have in my classroom, I may have to choose only a handful of student’s homes to visit to get to know their parents. This will help me understand their backgrounds and cultures, and hopefully I would be able to connect with the students as unique and valuable individuals because of these home visits.
I want my students to know I sincerely value them and respect them as individuals by the way I teach them, learn from them, and behave towards them. In order to connect with students I plan on tracking my rates of praise to ensure I praise students sincerely and often. I will keep a note card in my pocket or a strip of tape on my wrist to mark how often I praise. Once I get in the habit of praising I will monitor how often I praise certain students using the same data collection system, and then determine if I am praising certain students enough. I will also mail post cards to various students throughout the week, letting them know of what they did well that week and how I appreciate them. Hopefully these postcards will show them that I care and notice the good they do, as well as show their parents how they are performing at school.
Free and Frequent
Strong and Long-term
Specific and immediate praise.
Praise postcards (or phone calls if more appropriate) sent home
Body language like smiling, high fives, etc.
Points awarded individually or as a class
Class treat day when a certain number of points are obtained
- Individual warning with reminder of consequence
- Private discussion between student and myself about behavior
- Point or points taken away from the individual
- Point or points taken away from the class
- Phone call home informing parents
Each student will keep track of their own points. I will also monitor how many points they are awarded and how many are taken away. When an individual collects 15 points, the class receives 2 points collectively, and the student gets to pick a reward that can consist of 10 minutes of computer time, reading time, a candy bar, etc. The class can also be awarded points when they do assignments well, arrive on time, follow instructions, etc. When the class has collected 30 points, the class can choose a reward for the next day, or as long as needed to prepare. However, it must occur within the same week. Again, this might include donuts for everyone, or a half-hour of computer time or reading time, a special field trip, etc.
Students will be expected to monitor themselves and track points. I will provide a chart to help them, but ultimately it will be their responsibility to record their own points. This will show how they are performing, and also teach them accountability, awareness, and self-advocacy. I will also be keeping track of individual points so I can monitor behavior. The class points will be prominently displayed on a poster or on a chalk board. Hence, students can monitor themselves individually and as a group. They can help each other earn points and rewards. That is why points are taken away or rewarded both individually and as a class—the class will hopefully encourage each other to behave appropriately so they can all earn more rewards together. Reinforcers will be awarded as stated above.
Data Collection System:
I will monitor and record major interactions with my students by using a chart. This will inform me quickly of any major positive or negative behaviors and overall trends for each student.
PC= postcard CH= call home R= reward for 15 points
Beginning of class:
At the beginning of class, or when I need to get the attention of the students during activities or transition times, I will call for attention and raise my hand until every eye is one me. When a student is not attentive or talking, I will say their name until they make eye contact with me. Points may be awarded or taken away during this process. If we are in a very loud environment, I will have a clapping system- I will clap a pattern, and they will have to copy it. I will keep clapping patterns until I have every one’s attention. I will also need to teach students that if they are late they need to sign the tardy log without disturbing others. The log will ask them to record their name, the time, and why they are tardy (excused or unexcused) along with any notes
I will make it clear to the students at the beginning of the year and throughout the year that the bell does not dismiss them- I do. On the other hand, I will promise them that I will not keep them longer than necessary once the bell has rung. I will try to end activities and lessons a few minutes before the bell rings so they have time to pack up their things and get ready to leave the classroom. This will prevent students from zipping up book bags and rustling papers while I am trying to wrap up a lesson while the bell is ringing. Points can be awarded or taken away according to their end-of-class behavior.
On the first day of school I will have a discussion with my class about what behavior is acceptable in my classroom and what is not. We will also discuss why this is important, and come to agreements about what we want in our classroom. For example, we may discuss the beginning of class procedure. If they would prefer another method, we can vote on it and give it a try. Since some students will be a little older, I think it would be helpful to treat them like young adults and ask them for their opinions and preferences. Once we agree on those preferences, I will enforce it. If these rules and procedures need to be retaught, I will have a discussion reminding them why they chose these procedures and rules, and ask them if they would like to do something different. I believe this is the most effective way to teach manners and procedures in a class with students in upper elementary or middle school.
Our crisis plan will be what the school specifies. If there is no school plan I will form an individualized classroom crisis plan for my students.
Physical Classroom Lay-out
I would like my classroom to be as close as this to possible. The table at the back of the room by the chalkboard could be especially useful for math. The table by the bookshelves could be reading and vocabulary or writing. The computers could be both a reward for work done quickly and well, and also a more exciting and technological means for my kids to learn. These three stations would allow different students to work with different teachers, paras, or groups according to their needs. The cupboard space would come in handy, and a sink would be very useful for different projects and emergencies. I have put a “personal space” box in one of the corners- this space could be a study area, reading area, and a time-out area if necessary. It may be that I will move things around in my room after using it for a bit, but I think I would start out with something like this and see if it worked well for me and my students.