Classroom Management Plan
In conjunction with my teaching philosophy of using medium control over my classroom and adjusting when necessary, I plan to use a similar strategy when it comes to classroom management. My license will be K-8, however, my classroom management plan will be geared towards 5th graders and have a detailed plan on rewards and discipline as well as how the rules and procedures will be implemented.
Beginning of the School Year: At the beginning of the school year, I will spend the first few weeks reviewing all rules, procedures, practice transitions, expectations, practice independent learning, practice group learning, and learn the concepts of school rules and similarly classroom rules. The first day of school, the students and I will determine what rules will be appropriate for 5th grade (under my guidance) and once about five rules are established we will sign the document in which the rules will hang all year. These rules will be the foundation of all rewards and discipline throughout the year.
Reviewing Procedures: I plan to teach and review procedures at the beginning of the year and constantly practice the procedures until the concepts become natural for the students. As the students make mistakes, I will correct them and have them repeat the procedure the correct way. After the first two weeks of constantly practicing the procedures, I hope to have few to no promptings.
Room Use Procedures: The procedures within the classroom will be to walk at all times. I will require low talking voices when speaking with peers and quiet voices when I am speaking. I will ask students to provide me with a specific quiet hand signal for the use of the restroom, specific hand signal for water fountain, specific hand signal for pencil sharpening. The students will not be able to move about the room without permission or between transitions. During transition times, I will give a give minute warning, then and one minute warning, then I will give my transition word “GO.” Students will be required to quietly tuck in their chairs and walk quietly to their next activity. Each movement will take 30 seconds or less. Transitions during other times, for example transitioning to the carpet will look very similar. I will give the students a one minute warning and instructions, then say “GO” which will prompt them to stand up, tuck in their chairs and move to the carpet.
Transitions In and Out of the Classroom ( Computers, P.E., Library, Music): Similarly to the in-classroom transitions, when the students will transition outside the classroom, I will again, prompt them with a one minute warning and have the students clean up their area, return items to their cubbies and they will need to be seated before I will have them transition. Once I say “GO” the students can line-up at the door and wait for my signal to walk to their next destination, weather it is the library, music, PE, or the lunchroom. The out of classroom transition will look the same. I will also implement quiet mouths before leaving the classroom.
Transitioning back into the classroom will also look similar to the out of classroom transition. Before the students are able to enter the classroom, the students must be lined up with quiet mouths. After lunch or recess many kids go right for the drinking fountain, which will be allowed; only first sitting then asking with use the quiet hand signal. Students will be asked with all transitioning into the classroom to quickly put away their lunch boxes, backpacks, and coats and sit at their assigned seats. At the beginning of every in-classroom transition, I will have a 3-minute writing prompt that they will need to complete. During that time, I will allow for water fountain breaks only when the quiet signal is used one at a time.
While students are out of the classroom and in other areas of the school, I will still hold them to the same standard of being within the classroom. Our classroom rules will remind constant throughout the school.
Procedure for Whole-Class Activity, Instruction, and Seatwork: During the times where the whole class is working on an activity, students will be able to use quiet talking voices when talking with each other, or if it is a whole-class activity where we are discussing topics as a class, then one student may speak at a time. I will either call on them or draw sticks. Students will be asked to listen and be respectful when their classmate is speaking.
Instruction time, I will require the class to be using quiet mouths and eyes on me. When someone is the classroom is speaking, I want my students to feel heard and respected so whether it is me, the teacher speaking or another student, all other students should be listening and quiet. If a student has something to add or share to the lesson, then I will call on that student only when they raise their hand. A student may give me the quiet hand signals for bathroom or fountain and I can release them without disrupting the lesson. I will most likely keep my lessons short as the attention span of 4th grades are fairly short.
Seat work will require all students to be on task. Depending on the work, they may work with their peers at their tables using quiet talking voices or by themselves using quiet mouths. I will be walking around the room helping and minimizing behaviors as they may arise.
Small Group Work: While the students are participating in small group work, they will be asked to use quiet talking voices and to be responsible for their work and participation. Students should not be moving around the classroom, but seated and focused on their work at their table.
Beginning of the Day: At the beginning of the day, students will be asked to line-up quietly at the door before entering. Once the class is settled, I will invite them in saying “good morning” to each student. Students will be asked to put away their backpacks and coats and sit in their assigned seat. Each morning and during each in-classroom transition (from recess, music, PE, library) I will have a 3-minute writing prompt. This will allow me to take attendance and get the students prepared for the morning ahead.
Ending the Day: At five minutes until the end of the school day bell rings, I prompt the students giving them a one minute warning then ask them to pack their things. During this time, chairs will be stacked, paper and all trash picked up and I will have a table manager clean their table with a Clorox wipe. The bell will not excuse the students, I will excuse the students when the room is orderly and the students are lined up with quiet mouths ready to leave.
Positive Behavior Rewards: Students will become familiar with the Strike-Book. The Strike-Book is a universal book that all 5th grade teachers use. Strikes are given to students for not completing their work and not following classroom expectations that were outlined on day 1. First quarter of school, students can earn up to 10 strikes and still earn a reward party at the end of the quarter. 10 or more, students will be unable to attend and have to spend the afternoon in study hall. Second quarter, 8 strikes, third quarter, 8 strikes, and fourth quarter 6. I want students to feel it is okay to make mistakes, yet they are learning from their mistakes. Throughout the quarter, there will be smaller rewards for those not getting strikes for the week.
For those students that are Tired for behavior, different expectations will be in place for those students.
Communicating with Parents: My classroom will have an agenda that each student will be required to maintain. The information within the agenda will be pertinent information regarding assignments, due dates, reminders for future dates/activities as well as notes from the teacher regarding behavior and academic notes/progress. On a weekly basis, a parent signature will be required so I am aware the parent is reviewing the information as well as an opportunity to communicate with me. This weekly letter has goals, progress, and how many strikes their student earned that week and why.
An Academic Note (both positive and negative): The agenda will be used to maintain constant communication with parents on academic progress both positive and negative. I believe parents should kept updated weekly on their student’s academic progress. I will encourage parents to use Infinite Campus; however, I will also update parents weekly on the progress of their student’s goals established during parent/teacher conference. I believe parents and students need to hear from the teacher even if there is not much to report.
Resources: I plan to use the Class-tag, Strike Book, Rewards for positive behavior, i.e. reward party, positive feedback on agenda to parents, notes home for academic warnings as well as agenda notes, and weekly updates in agenda with parent signature.
In conclusion, my classroom management plan will consist of rules and procedures for all daily routines so my students will feel safe, know expectations, have a positive learning environment, and also have pride in their classroom as well as their classmates.
Beginning of the School Year: At the beginning of the school year, I will spend the first few weeks reviewing all rules, procedures, practice transitions, expectations, practice independent learning, practice group learning, and learn the concepts of school rules and similarly classroom rules. The first day of school, the students and I will determine what rules will be appropriate for 5th grade (under my guidance) and once about five rules are established we will sign the document in which the rules will hang all year. These rules will be the foundation of all rewards and discipline throughout the year.
Reviewing Procedures: I plan to teach and review procedures at the beginning of the year and constantly practice the procedures until the concepts become natural for the students. As the students make mistakes, I will correct them and have them repeat the procedure the correct way. After the first two weeks of constantly practicing the procedures, I hope to have few to no promptings.
Room Use Procedures: The procedures within the classroom will be to walk at all times. I will require low talking voices when speaking with peers and quiet voices when I am speaking. I will ask students to provide me with a specific quiet hand signal for the use of the restroom, specific hand signal for water fountain, specific hand signal for pencil sharpening. The students will not be able to move about the room without permission or between transitions. During transition times, I will give a give minute warning, then and one minute warning, then I will give my transition word “GO.” Students will be required to quietly tuck in their chairs and walk quietly to their next activity. Each movement will take 30 seconds or less. Transitions during other times, for example transitioning to the carpet will look very similar. I will give the students a one minute warning and instructions, then say “GO” which will prompt them to stand up, tuck in their chairs and move to the carpet.
Transitions In and Out of the Classroom ( Computers, P.E., Library, Music): Similarly to the in-classroom transitions, when the students will transition outside the classroom, I will again, prompt them with a one minute warning and have the students clean up their area, return items to their cubbies and they will need to be seated before I will have them transition. Once I say “GO” the students can line-up at the door and wait for my signal to walk to their next destination, weather it is the library, music, PE, or the lunchroom. The out of classroom transition will look the same. I will also implement quiet mouths before leaving the classroom.
Transitioning back into the classroom will also look similar to the out of classroom transition. Before the students are able to enter the classroom, the students must be lined up with quiet mouths. After lunch or recess many kids go right for the drinking fountain, which will be allowed; only first sitting then asking with use the quiet hand signal. Students will be asked with all transitioning into the classroom to quickly put away their lunch boxes, backpacks, and coats and sit at their assigned seats. At the beginning of every in-classroom transition, I will have a 3-minute writing prompt that they will need to complete. During that time, I will allow for water fountain breaks only when the quiet signal is used one at a time.
While students are out of the classroom and in other areas of the school, I will still hold them to the same standard of being within the classroom. Our classroom rules will remind constant throughout the school.
Procedure for Whole-Class Activity, Instruction, and Seatwork: During the times where the whole class is working on an activity, students will be able to use quiet talking voices when talking with each other, or if it is a whole-class activity where we are discussing topics as a class, then one student may speak at a time. I will either call on them or draw sticks. Students will be asked to listen and be respectful when their classmate is speaking.
Instruction time, I will require the class to be using quiet mouths and eyes on me. When someone is the classroom is speaking, I want my students to feel heard and respected so whether it is me, the teacher speaking or another student, all other students should be listening and quiet. If a student has something to add or share to the lesson, then I will call on that student only when they raise their hand. A student may give me the quiet hand signals for bathroom or fountain and I can release them without disrupting the lesson. I will most likely keep my lessons short as the attention span of 4th grades are fairly short.
Seat work will require all students to be on task. Depending on the work, they may work with their peers at their tables using quiet talking voices or by themselves using quiet mouths. I will be walking around the room helping and minimizing behaviors as they may arise.
Small Group Work: While the students are participating in small group work, they will be asked to use quiet talking voices and to be responsible for their work and participation. Students should not be moving around the classroom, but seated and focused on their work at their table.
Beginning of the Day: At the beginning of the day, students will be asked to line-up quietly at the door before entering. Once the class is settled, I will invite them in saying “good morning” to each student. Students will be asked to put away their backpacks and coats and sit in their assigned seat. Each morning and during each in-classroom transition (from recess, music, PE, library) I will have a 3-minute writing prompt. This will allow me to take attendance and get the students prepared for the morning ahead.
Ending the Day: At five minutes until the end of the school day bell rings, I prompt the students giving them a one minute warning then ask them to pack their things. During this time, chairs will be stacked, paper and all trash picked up and I will have a table manager clean their table with a Clorox wipe. The bell will not excuse the students, I will excuse the students when the room is orderly and the students are lined up with quiet mouths ready to leave.
Positive Behavior Rewards: Students will become familiar with the Strike-Book. The Strike-Book is a universal book that all 5th grade teachers use. Strikes are given to students for not completing their work and not following classroom expectations that were outlined on day 1. First quarter of school, students can earn up to 10 strikes and still earn a reward party at the end of the quarter. 10 or more, students will be unable to attend and have to spend the afternoon in study hall. Second quarter, 8 strikes, third quarter, 8 strikes, and fourth quarter 6. I want students to feel it is okay to make mistakes, yet they are learning from their mistakes. Throughout the quarter, there will be smaller rewards for those not getting strikes for the week.
For those students that are Tired for behavior, different expectations will be in place for those students.
Communicating with Parents: My classroom will have an agenda that each student will be required to maintain. The information within the agenda will be pertinent information regarding assignments, due dates, reminders for future dates/activities as well as notes from the teacher regarding behavior and academic notes/progress. On a weekly basis, a parent signature will be required so I am aware the parent is reviewing the information as well as an opportunity to communicate with me. This weekly letter has goals, progress, and how many strikes their student earned that week and why.
An Academic Note (both positive and negative): The agenda will be used to maintain constant communication with parents on academic progress both positive and negative. I believe parents should kept updated weekly on their student’s academic progress. I will encourage parents to use Infinite Campus; however, I will also update parents weekly on the progress of their student’s goals established during parent/teacher conference. I believe parents and students need to hear from the teacher even if there is not much to report.
Resources: I plan to use the Class-tag, Strike Book, Rewards for positive behavior, i.e. reward party, positive feedback on agenda to parents, notes home for academic warnings as well as agenda notes, and weekly updates in agenda with parent signature.
In conclusion, my classroom management plan will consist of rules and procedures for all daily routines so my students will feel safe, know expectations, have a positive learning environment, and also have pride in their classroom as well as their classmates.