Classroom Management Plan

Jenni Berhold
EDU 5310

Philosophical Model of Classroom Management

Glassers model of classroom management focuses on working effectively with students.
Focusing on the present, not criticizing and blaming, and not getting bogged down with excuses are a
few of the strategies I plan to use in my classroom. These will help keep a healthier relationship with
the students, and not focus on more negative aspects. Glasser suggests that having classroom
meetings is one way to work effectively with students. These meetings help students get involved
and help the teacher and student work together to solve problems. I feel that classroom meetings
could also be a way to build a classroom community as we solve problems together. Building a
classroom community is very important to me, as I would want my students to feel like they belong
and that they can work together. Classrooms that have strong communities also seem to have less
behavioral problems. Glasser also suggests seven caring habits to teach in the classroom. These
include; supporting, encouraging, listening, accepting, trusting, respecting, and negotiating
differences (Toso, 2000). Teaching these habits to students help create a positive classroom
environment that is conducive to learning. As students build on these habits, they are inherently more
kind to each other and are more likely to help each other learn.
Along with Glassers model, I also feel that Marvin Marshall corresponds with my classroom
management style. Marshalls main strategy is to help students reflect and use personal behavior that
brings them success in school. One way to help students reflect on personal behavior is explaining to
the students the hierarchy of social development, once learned, the students can identify the level of
development they are choosing and reflect on that. These levels make reflection on behavior much
more in depth than simply saying I did something wrong. Marshall also suggests a few practices to
use to help students behavior. The first is to inspire good behavior. Inspiring good behavior is done
through being proactive instead of reactive. Proactively inspiring students to behave in a responsible
manner is more helpful than reprimanding after the unwanted behavior is displayed. Relying on

procedures instead of rules is another practice that is helpful. I also think that promoting
responsibility instead of disobedience helps students be more intrinsically motivated and involved in
their behavior. Obedience and rules do not allow as much for intrinsic growth regarding
responsibility.
I also think that Harry and Rosemary Wongs approach to the first two weeks of school are
extremely important in building an effective classroom management plan. According to the Wongs,
procedures and classroom rules should be taught and practiced in the first 2 weeks of school.
Focusing on these procedures will make for a more effective learning environment, and it also
provides the students with consistency. Consistency is important for students because it helps provide
a structured classroom so the students know what to in order to succeed (Wong). The Wongs provide
an excellent outline on teaching procedures effectively. These include teaching and modeling the
procedure, rehearsing the procedure, and reinforcing the procedure. Overall, I feel that the Wongs
provide doable guidelines to help structure effective classrooms. Focusing on procedures during the
first 2 weeks of school will help ensure a smoother school year, and provide a consistent and
structured classroom.

Manage Student Behavior

From what Ive learned, the first couple weeks of school and the usage of the Big 8 are the
main factors with managing student behavior. Teaching, focusing, and practicing procedures at the
beginning of the school year is crucial to maintaining and managing student behavior in the
classroom. These procedures help students understand exactly what is wanted from them. This is also
where the use of the Big 8 comes in. For example, cueing, expectations, and proximity are ways to
manage student behavior.
One way that I plan to effectively teach procedures is focusing on that for the first few days
or longer, while having some mild learning activities. I also plan on modeling and reminding students
often of the procedures. I feel that this would be one of the best ways to really have the students
understand and continue using the procedures on their own throughout the school year. Another way
that I plan to manage student behavior is through setting a few rules in place. 1. Respect Others. 2.
Raise your hand. Respecting others is a rule that inherently takes care of the problems such as
touching others, sharing, etc.
The Big 8 will be very useful with managing student behavior. One very beneficial aspect of
the big 8 is that many of them can be used for multiple situations. For example, cueing is not only
beneficial during instruction, but is also great for reminding students of good behavior or how a
procedure is properly performed. I use it a lot while students are lining up or in the hallway. Setting
expectations is crucial for a good lesson, activity, or before a procedure. Finally, proximity is a great
way to help students stay on task, make good behavioral decisions, or stop something that they
shouldnt be doing. All three of these are helpful in many aspects of teaching, and can be an integral
part in managing students behavior effectively.

Create a Respectful, Supportive Learning Environment

I feel like creating a respectful and supportive learning environment really stems from a
strong classroom community. Therefore, to accomplish this learning environment I would start
by building my classroom community at the beginning of the school year. I also think that a
respectful and supportive learning environment starts with me as the teacher. I need to be
respectful and supportive of my students in order for them to be respectful and supportive of
each other.
To me, a classroom community is where each student feels welcome, respected, and
known in the classroom. I can help by showing respect, welcoming them, and displaying student
work often in the classroom. However, it cannot just be on me to create this community, the
students also have to be respectful to each other. Teaching them how to respectfully disagree or
help each other when someone is making a mistake is something that can help. Something that I
plan to do every morning is welcome each student with a fist bump or a handshake as they come
into class. This helps students realize Im happy to see them and they are welcome in our
classroom. Another way to build a classroom community is through building trust. Having
students know they can come to me or rely on each other will make for a more conducive
learning environment. I have learned that saying we instead of me or you helps build this
classroom trust. Through saying we more often, students feel that I as the teacher consider
myself a part of the community, not necessarily in charge of it. This will help foster engaging
classroom discussions, as students feel they can truly express their thoughts and opinions without
being judged. The thing I want most for my students is to feel that they are accepted and
respected. These two things will help during instruction, with classroom management, and more.
I also feel that talking about learning more than talking about tasks or grades is important. This

helps to instill a positive outlook on learning and helps students realize that my classroom is
about learning and growing, not just meaningless tasks or assignments (Wessling, 2012).
Manage and Facilitate Instruction
Some of the best lessons Ive taught have included the big 8. For example, time limits
have proved to be some of the best ways to manage instruction for me. I have also found that
signals and tasking are very useful. Aside from the big 8, strategic grouping can also be very
useful. Finally, giving students brain breaks is something that I plan to use. Students,
especially young students, have a hard time staying focused and engaged for a long period of
time, but giving a few brain breaks or things to do to rejuvenate them can help.
Signals are something I use a lot already because it is a lot easier than asking for a verbal
response. I use it most often as a check for understanding, or showing me that they are done with
a task. Checking for understanding using a signal is a lot faster than asking for a verbal response,
and it is easier for the students. Tasking is another strategy that I need to use more often. Tasking
helps engage students more and gives them something to do throughout the lesson, instead of
only during independent instruction. Finally, setting time limits is a great way to manage
instruction as far as time goes. It also allows for less distraction and goofing off from the
students because they only have a set amount of time to complete something.
Giving students breaks is another strategy I plan on using. Giving breaks can come in a
variety of ways. Even having students stand up or move around the classroom during instruction
can be a form of a break. These breaks dont have to be something that takes away time from
instruction necessarily.

Promote Classroom Safety and Wellness

Classroom safety and wellness can involve procedures. For example, having students
wash their hands or use hand sanitizer before lunch is something I would like to implement,
especially during cold and flu season. Teaching students simple things such as no running and no
pushing can also help with safety. One of my biggest concerns and something I would use to
promote safety and wellness is having students be aware of bullying and try to prevent that.
Teaching students about bullying is something that I feel should be an important part of
the school year. Bullies can inflict physical and/or emotional pain. Having students understand
what a bully does and how they should act or what they should do about bullying is a very
important way I can promote classroom safety and wellness. Teaching about bullying could
include showing what bullying might look or sound like, and teaching students what to do in
those situations. Part of this is making sure that students feel that they can come to me if they
ever feel like they are being bullied, or if they see it happening.
Another way I can promote classroom safety and wellness is through letting students
know they can come to me with a problem. While I want to teach my students how solve their
own problems, there are some problems that I should know about and be able to help with. If
students know they can come to me, they will feel safer.
Finally, I think it is also important to have a teacher buddy for when something goes
wrong. If I have a student who is being physically angry and disruptive, I need to have an extra
adult to help me or I need to have somewhere close that I can send the student. Having a teacher
buddy can also help in other emergencies, and overall helps create a safer classroom.

Interact with Colleagues, Parents, and Others

I plan to focus most on interacting with parents and colleagues. Interacting with parents is
very important to me as it will help my students succeed. Interacting with colleagues can help
build professional relationships, lesson planning, and any classroom problems I might be having.
Interacting with parents is something that is very important to me because my first
priority is my students education. Interacting with parents through email or letters home can
help them be involved with their childs education. Telling them what we did during the week
helps the parents stay actively involved. I prefer email as this is a fast and provides a way for
parents to easily get in touch with me. I can start by sending a group email home each week
containing the spelling list and any important events or assignments we might be going over. On
an individual basis, I could email parents with specific concerns. I want parents to know that I
am available to address their concerns and help them with any problems their child might have.
Building this positive relationship will be very beneficial for all parties involved. If a student is
having a very difficult problem with math or another subject, I could also let the parent know
specifically what they can do and show the students progress/what theyve struggled with over
time. Another way I would like to interact with parents is through having a grade blog or
facebook page where I can post pictures of my students and their accomplishments. I feel like
this is a great way to let parents know all the fun things we do throughout the day. These
communication techniques will help build a more positive classroom environment, and it will
help the students be more successful as their parents are more involved in classroom happenings.
One thing that I would like to do is have weekly team meetings with my grade level
group. I feel like we can accomplish a lot during these meetings and it helps everyone work
together and stay on the same track. Working with colleagues can also help with bouncing ideas

off each other and helping with difficult students. Talking often with colleagues can also be a
way of venting to people that understand and can help. Building these professional relationships
can help build a school-wide community. I would much rather get along and know my grade
level group/colleagues than not talk to them. I would prefer to be at a school that values
collaboration time. Through collaboration, we can create grade level formative assessments
which can help us group students on a grade level basis, instead of on a classroom basis.
Grouping students on a grade level basis based on their assessment scores provides the
opportunity for teachers to work together to have re-teaching or enrichment activities for the
students. Grade-level collaboration also provides the opportunity for teachers to stay on the same
track with curriculum. I would like to have the opportunity to team teach with my grade-level
teachers to provide the best learning opportunities for my students.

References
Wong, H., & Wong, R. (n.d.). Successful Teaching For Teachers Who Want To Be Effective.
Retrieved from
https://www.effectiveteaching.com/userfiles/kcfinder/files/Successful_Teaching_Newspa
per_515.pdf
Toso, R. B. (2000). Control Theory, Principal Leadership (High School Ed.), 40-3.
William Glasser Institute. (2006). Quality schools.
Wessling, S. B. (2012, September 10). 14 Ways to Create Your Classroom Community.
Retrieved April 12, 2016, from https://www.teachingchannel.org/blog/2012/09/10/14ways-to-cultivate-classroom-chemistry/