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PSIII Classroom Management Plan

Name: Jeremy Finch
School: Cardston Junior High, High School and surrounding area
Teacher Mentor: Grant Cahoon University Consultant: Edwin Wasiak

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning
Unit Plans
Information on common procedures and expectations
Learning Students Names, Other Information
Gain access to class lists
Any specific information on certain students that would be important to plan around
-None so far.
Classroom Rules and Procedures
Bathroom breaks
-One at a time.
Setting up
-Start setting up as soon as you come in. This should only take about 5 minutes.
Amount of talking during rehearsals
-Kept to a minimum since every student is going to be benefiting from the information I am
giving.
School Policies and Procedures
Absences
-Parents are called over unexcused absences.
Exclusions
-If this occurs, students are sent to the office. Additional action may be required depending on
the severity of the student's offence.
Hats off
-No hats.
Organizing Classroom, Materials and Supplies
What is the band's set up?
-Varies depending on each group. Generally, the upper woodwinds are in the front, and the
brass along with the lower woodwinds are in the back. If three rows are needed, the low brass
will take their own row.
Where are instruments kept
-Depends on the school. There are designated spots in each band room for students to keep
their instruments.
Practice rooms
-The schools are on the smaller side so most of them either do not have these or have a limited
amount.

2. RELATIONSHIP/COMMUNITY BUILDING PLAN

Strategies for Building Positive Relationships
1. Make a point to talk to students
2. Positive reinforcement

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3. Learn names
4. Be patient
Strategies for Building Classroom Community
1. Reinforce positive attitudes from students
2. Keep the tone light hearted (use humor)
3. Incorporate group activities besides just rehearsals

3. RULES AND PROCEDURES PLAN

Classroom Rules
1. Zero playing while I am talking. Finger through parts is okay if what I am saying is not to do with your
section
2. Talking is allowed but only when the information I am giving does not involve your section (ie.
explaining slide positions to the trombones does not relate to the clarinets).
3. Be respectful of everyone in the room
Explanation of Classroom Rules (and how they will be introduced):
Rules will be introduced on the first lesson. I will make sure students understand my expectations.

Classroom Procedures
1. Attention-Getting Procedure -Stand at the podium with my baton at the ready
2. Start-of-Class Procedure -Students come in, set up, and warm-up. I will start when the majority of
people look ready (around 5 minutes in).
3. End-of-Class Procedure -I will do a short conclusion and then students will pack up.
4. Question-Answering Procedure -Students need to raise their hands if they are asking a question. If the
question is unrelated I may answer it after class instead of right at that time.
5. Safety Procedures -Always watch where you are stepping, no need to trip over any instruments. To
further help with avoiding this, students need to avoid setting down their instruments in areas where
other students commonly walk.
6. Other Procedures: homework, lateness, absence, personal electronic devices (iPods, cell phonessecondary level) materials and equipment, clean-up, transition, announcements,
etc.
Cell phones: a warning to put it away, after that, I take it until the end of class.
Always come prepared to class (instrument, music, and a pencil).
Explanation of Class Procedures (and how they will be taught and reinforced):
These procedures will be started and reinforced on the first day. I will keep reinforcing them
throughout the first week but also remind them of them throughout my practicum.

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour:

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1. Give the student options
2. Don't get into a power struggle
3. Let the student cool off and deal with a situation after class
4. In case of serious offences, an exclusion may be needed
5. Don't deal with the student in front of everyone if it's something serious
Justification/Explanation of Strategies:
Students should be given a choice. They respond more positively to that than to direct orders.
Power struggles are pointless and just result in both parties getting agitated.
Dealing with a student after we both have had a chance to cool off gives us both a chance to think about
what has happened and approach dealing with it in a less agitated state.
If a student has committed a serious offence, sometimes they simply need to be sent out of the class.
Dealing with students in front of the class give unnecessary embarrassment to the student.
Exclusions are reserved for serious offences or consistent issues that are not being resolved.