Classroom Management Plan
Disciplinary Strategies to prevent student behavior problems and to support and teach appropriate behavior.
- Treatment of students – show students each and every one is a valued member of the class
- Trust and Responsibility – use mistakes as an excellent opportunity for learning. Give students responsibility to make decisions
- Communication –Always speak respectfully; don’t preach to students or use sarcasm.
- Instruction – make instructional activities as interesting and worthwhile as possible.
- Teacher Personality – Present yourself as enthusiastic, energetic, and eager
- Class Agreements – Involve students in making class agreements about instruction and behavior.
Physical Environment that supports student learning and establishes an inviting ambience.
- All chairs should face forward so that all eyes are focused on the teacher
- Space in class must allow for a balanced variety of activities
- Students and teacher can see and hear one another
- Students are able to focus their attention on the task at hand
- High-traffic areas should be kept clear.
- Have a strategic location ready for students who need to be isolated from the rest of the class
Scheduling considerations with transition strategies and times
- Give extra-credit points for students who transition well into the next activity.
- Anticipate transitions as trouble spots, have your own materials ready. Be watchful and businesslike.
- Practice completing transitions in limited time. Challenge students to prepare for the next lesson in less than 60 seconds.
A set of 4-5 classroom rules with related rewards and consequences
- We respect each other
- We follow directions the first time given
- We complete all assignments
- We do our own work
- We raise our hand before we speak
- We keep our hands, feet and objects to ourselves
- We speak to each other as professionals
- Extra-Credit points
- Assigned a classroom job
- Computer time
- A note home
- A call home
- First Time – extra-credit for everyone else in the class
- Second Time – 10 minute timeout for recess
- Third Time – Loss of privileges
- Fourth Time – Phone call home
- Fifth Time – Conference with parents
- Severe Disruption – Student sent immediately to office
Clearly stated routines and procedures in the areas of homework policy, early-finisher activities, and classroom jobs
- The students are given a homework packet on Mondays. The packet includes the week’s assignments. Homework is due on the morning of each class day Tuesday – Friday.
- Students place their homework in front of them as they write in their journals every morning.
- I check their homework while they write in their journals.
- Homework is collected after we grade together. I pass a folder around for the students to place their corrected work.
Early Finisher Policy
- Write a poem
- Finish weekly essay
- Read a good book
- Review a lesson notes from Math, Language Arts, Science, or Social Studies.
- Write a play about a story from Language Arts
- Practice reading fluency
Classroom Job Policy
- Classroom jobs are established each week by students with the most extra-credit and completed assignments.
Strategies for setting a positive tone in communication.
- I model the way the students should communicate in class.
- 5 Key Strategies
1) Address students by name
2) Say “Please,”
3) “Thank you,” I really appreciate what you did
4) Smile, a lot
5) Respect one another
Effective ways to communicate diverse learners (e.g., English Learners, GATE students, children with special needs)
- Vary partner arrangements so that English learners can work with fluent English students and with students who share the same language
- allow more aide time
- Differentiate Instruction
- Provide extra computer time
- Enhance the lessons to provide for depth and complexity
- Provide students with depth and complexity
- Have these students use their knowledge, comprehension and application of subject matter and go beyond into analysis, synthesis and evaluation
Preventative measures that reduce the potential of conflict and that support student safety
Preventative strategies for misbehavior include the three C’s
1) Capable – students must feel capable by focusing on success and making it acceptable to make mistakes.
2) Connections – help students make connections with peers and teachers by appreciating their accomplishments, affirm student’s positive traits, and show genuine displays of affection.
3) Contribute – encourage students to contribute to their classroom, school and local community.