Running Head: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

EED 521 Instructional Planning and Management in the Inclusive Classroom
Hillary Golson
Arizona State University, iTeachAZ Program
Dr. Andrea Tovar
April 29, 2016

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Table of Contents
Part 1: Philosophy of Education..3
Part 2: School-Wide Management Plan..4
Part 3: Classroom Management Plan..7
Part 4: Classroom Layout..15
Part 5: Communication with Families...17
Part 6: Reflection and TAP Indicators...19
References..22

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Classroom Management Plan

Part 1: Philosophy of Education
Education is the most powerful weapon we can use to change the world.
~ Nelson Mandela

I was always a well behaved and intelligent student throughout my schooling, but it was
in 4th grade that I discovered my love for education. My love for education stemmed, not from
the actual content or the posters on the classroom walls, but from my amazing teacher, Ms.
Duncan, and from the way she made learning fun. She used un-forgettable strategies for
learning, and to this day, I will never forget her loving and encouraging demeanor. Ms. Duncan
was fairly soft spoken but always happy and encouraging. She would show us how much she
cared for us each and every day, and she would incorporate song into our classroom on a daily
basis. She taught our classroom differently than any teacher I have experienced either before or
since. She had us learn songs about presidents, states, state capitals, and anything she could think
of to help us to memorize lists in a specific order and amazingly I still remember and can recite
them today! She even created an after school program that I was involved in called Kids Who
Care, where we sang songs to communicate important messages about the world we lived in
and learned some sign language to go along with the music.
The performing arts were a large part of my learning throughout my life. In elementary
school, I was involved in an after school program called Kids Who Care, where we sang songs
to communicate important messages about the world we lived in and learned some sign language
to go along with the music. In junior high, we had a special organization called Up With
People visit our school where we were a part of a workshop that aimed to bring the world

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together through service and music (About Up With People, 2014). As I got older, my love for
the performing arts grew and I received my undergraduate degree majoring in set design for
theatre and film.
Post graduation I started to focus more heavily on my love for training other adult
learners for work while working in industries that are more math and science based. During this
time, many co-workers and friends were impressed by my training abilities stating that they
thought I would make an excellent teacher, but it wasnt until last year that I started to listen to
them and take these suggestions to heart. I have realized now that this is my calling and I cant
wait to have a classroom of my own.
Through the experiences Ive had with students thus far, plus my research of discipline
theorists and my background as a student, I believe that incorporating Vygotskys constructivist
approach and Kagans cooperative learning strategies in my own classroom will support a strong
classroom management plan. Overall, it is my goal to support the idea that we, individually and
as a community, can make a difference in positively changing the world around us through
service, learning through the arts, and embracing technology.

Part 2: School-Wide Management Plan

A school-wide management plan is an important element to contemplate when
considering which school I want to teach in while also executing my own philosophy of
education and classroom management plan. It is important and necessary to have a school-wide
management plan in order to keep teachers, administrators, students, and even parents on the
same page and have a standard expectation level in order to keep everyone accountable. I think

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it is extremely important to ensure that all expectations of student behavior are clear and that
students are aware of the consequences for inappropriate behavior.
In Osborn Middle School (OMS) which is in the school district I currently teach in, they
use a discipline plan called, 1, 2, 3 Magic (Administrator Interview, 2016). This school plan is
that students are given warnings progressively for minor disruptive behavior. This plan starts
with disruptive students receiving a 1, which serves as a warning to remind the student to
correct their behavior and helps to notify the student that they are being disruptive, encouraging
them to get back on track. If the warning does not stop the behavior, the student is given a 2
meaning that the student must then go to the back of the room as a form of time-out/cool-off
period, and if the disruptive behavior still continues the student is then given a 3, meaning that
they need to leave and go to a neighboring classroom to reflect on their behavior for a period of
time. After the student has had time to reflect they return to the classroom. If the student works
through all three of these behavior plans and still is disruptive to the class, they are sent to a
room outside the classroom that OMS calls The Nest. The Nest has an instructional aide to
assist them in reflecting on and discussing their behavior. If the student becomes a frequent
visitor of The Nest that is when they involve behavioral specialists to document and implement
a behavior plan, and intervention can result in disciplinary action leading up to suspension
(Administrator Interview, 2016). For extreme behaviors such as profanity or if something is
done to affect the safety of the classroom environment, teachers can skip these steps and send the
student directly to The Nest.
The school also implements the use of PRIDE cards. These cards are a positive support
system that will reward students for completing homework, coming to class prepared, being on
time, and participating in class. If they receive a positive sign-off on their cards for all periods,

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they are able to turn that in to receive PRIDE bucks that they can collect and exchange for
gifts/rewards at the PRIDE store. They can receive PRIDE Buck Pay-outs for these various
reasons:
1. $1 PRIDE Buck - 5 consistent days of positive signoffs (must be 5 days in a row unless
the student has an excused absence)
2. $5 PRIDE Bucks An entire month of positive signoffs
3. $5 PRIDE Bucks Perfect (No absences or tardiness) or Excellent (no more than 1
excused tardy or absence) attendance
4. $5 PRIDE Bucks Great behavior for the month (No Nest, ISS or OSS referrals)
Kagan cooperative learning strategies are also encouraged in the school, and paid
weekend workshops are offered to teachers to encourage implementation of these strategies.
Kagans cooperative learning strategies focus on creating harmonious classrooms by promoting
students to: have responsible behavior, improve social skills, enhance character qualities, and
increase academic achievement (E., 2010).
All of these school wide plans in place help to provide a balance between rewards and
consequences, and allows for the teachers to stay consistent throughout the school and the
students know what is expected with these plans in each classroom. I think it is beneficial that
there is a school wide management plan that allows for both rewards and consequences because
it clearly steers students to know what they should be doing at school and encourages students to
be self disciplined and responsible.
One last thing Principal Makar mentioned was that, in addition to the school wide plans
in place, teachers all have a certain presence in their individual classrooms which result in

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students behaving a certain way. She believes that instructional planning plays a large role in
how the classroom is managed. If a teacher does not have a well thought out lesson which
engages the students then the students are more likely to have behavioral issues. On the other
hand, if a teacher is well prepared and allows the students to discuss ideas and actively
participate in each lesson then the students will be more likely to be self disciplined and behave
well (Administrator Interview, 2016). I agree that the teacher also plays a large role in managing
student behavior within their own classroom, and they should have a strong classroom
management plan in place.

Part 3: Classroom Management Plan

Through my classroom management plan, it is my desire to have a classroom
environment where students feel welcomed and contribute to their own learning. I want to
ensure that my classroom has a positive environment where students are able to discuss, ask
questions, and make mistakes without worrying too much about negative responses, and who
feel free to be themselves while striving to become successful and honorable citizens in our
world.
In order to have an effective classroom management plan, I will start preparing for and
implementing my plan before the school year even starts. According to Harry Wong and
Rosemary Wong, teachers should spend the first few weeks of school teaching students routines
and procedures. In doing this, they will then be able to spend the rest of the year focusing their
energy on teaching instead of disciplining (Linde, S., n.d.) It is my plan to spend time getting the
routines and procedures of my classroom established in the first few weeks and to promote an
environment of trust and safety in the classroom.

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I also want to focus my efforts on letting students

know that they matter both individually and as an integral
part of our classroom community. Before my students
even walk in the door of my classroom I want them to feel
respected and empowered as individuals. Ms. Marple has a
sign on her door (Right) that lets her students know that
they are important and respected. This type of sign already
starts to promote the idea that they are valuable before they
even step through the door to my classroom. I know that
when students have a sense of belonging, feel safe, and identify with other members in the class,
they begin to develop a sense of trust, affiliation and respect, and they begin to believe in the
capacity to work together and succeed (Puckett, 2013, 11.4). I will strive to integrate this same
sense of value in my classroom community starting at the very beginning of the year by utilizing
community builders to develop solid and respectful relationships between myself the students.
One item I feel is vitally important to integrate into my classroom is a statement of
purpose (Puckett, 2013, 11.3). I want to make the statement of purpose to be a class pledge that
conveys a brief and positive statement that communicates the goals to the class and sets clear
teaching, learning, and student expectations.

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In my internship rotations I ran across two different class pledges that I found had
elements of what I am looking to implement in my classroom:

*Picture from Ms. Marples Classroom

*Picture from Mr. Conways Classroom

Mr. Conway explained his method of creating his class pledge alongside his students,
allowing them input on what they wanted to achieve for the year, and I would like to do
something similar at the beginning of the year with my students. At the beginning of the year
Mr. Conway has his students Graffiti on large butcher paper about their desires and
expectations of the school year along with ideas for how to be respectful within the classroom.
He then collects all of the ideas and comments that the students made and from the activity and
creates the class pledge. Making the class pledge in this manner makes the students feel like

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they are a part of creating their own social contract, and they read the class pledge out loud every
morning before they begin class.
This is an idea of the class pledge that I want to create with my class:
Today will be a great day because I am somebody! I was already somebody when I
walked in, and I will be an even better somebody when I leave. I am important, powerful,
and strong. I deserve the education that I receive here. In order to learn new things and
succeed, I will be kind, make good decisions, support others, work hard, believe in
myself, problem solve, stay positive, and remember that I create my own future.
Rules in my classroom will all center on respect. I will create my own poster with a few
simple rules that all students will be expected to follow, and it will look something like this:
Respect is shown to all.
Everyone raises their hand to talk and when help is needed.
Soft voices and appropriate language are used.
Participation is expected.
Everyone comes to class prepared.
Class begins on time; be on time.
Teachers directions are followed the first time.
*Adapted from a poster in Ms. Marples classroom

I will also have certain unwritten procedural expectations that I will have for my class
that I will establish at the beginning of the year. For example, it will be my expectation that my
students have their pencils sharpened and ready to go by the time each period starts. If a student
needs a drink of water, they are allowed to get up and get a drink as long as no one else is at the
water fountain and they are not disruptive. It is a school policy that students only go to the
bathroom at certain times of the day, so students will not be going to the bathroom while they are
in the middle of class unless they politely raise their hand and its an emergency. If it is truly an

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emergency, they will be given a nurse pass to use the restroom there in order to reduce
unnecessary bathroom breaks.
I will also incorporate parts of Vygotskys theories involving Constructivism and the
Zone of Proximal development (ZPD) into my classroom management plan. To start
with Vygotskys Zone of Proximal Development theory, student learning requires that teachers
provide students with the opportunity to do work that challenges them by pushing students to
succeed by giving them tasks that are slightly more difficult than their current level of
readiness (Puckett, 2013, 2.3), and suggests that we provide them lessons and work that are just
above their current level of independent performance (Puckett, 2013, 2.3). I personally want
to engage my students in this manner by providing them the possibility to always reach higher
levels than they have before, and I strongly believe in scaffolding my work in order to align my
work with Vygotskys theory.
In the theory of Constructivism, Puckett suggests that children construct knowledge from
previous knowledge (Puckett, 2013, 2.3), and that all learning begins with general concepts and
big ideas (Puckett, 2013, 2.3). I find that it would be an extremely difficult task to teach students
if we as teachers do not start with a centralized goal, or rather, big idea. The Constructivism
theory also addresses the fact that teachers should help their students understand the real-world
relevance of what theyre doing, and that teachers should ensure that tasks are authentic and
meaningful (Puckett, 2013 2.3). This is something I have witnessed first-hand in my student
intern classes, and if the students are not interested in some way, their eyes glaze over and their
brains seem to shut off. This underscores the importance for me to keep students interested in
the content they will be learning while connecting it to real life.

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I plan to keep students interested in the content they are learning by finding out at the
beginning of the school year about their individual likes and interests. I will also implement
Spencer Kagans cooperative learning strategies and the Win-Win Discipline theory into my
lessons to promote collaboration and keep all students accountable to participate in class. The
Win-Win Discipline model creates a quality classroom discipline, where students manage
themselves responsibly, and is best achieved when teacher and students work together
cooperatively from the same side to find a common ground in dealing with problems they
encounter (E., 2010). The ultimate goal of this model is to have students who are able to manage
themselves and meet their needs through responsible choices, utilizing life skills such as anger
management, self-motivation, good judgment, impulse control, perseverance, and empathy. The
students realize that these traits are extremely important in the classroom and all aspects of life
(E. 2010). I will implement these ideas into my classroom by taking a same side approach with
my students and understanding their position, working with them to find solutions that will meet
everyones needs, establishing routines, maximizing cooperation and engagement by making
specific groupings and creating engaging instructional curriculum (E., 2010).
Environmental, instructional, and disciplinary ideas introduced in Pucketts text are all
integral pieces to my classroom management plan. Puckett states that knowing your students
well, anchoring relationships between teacher and students, is essential for creating a positive
learning environment where students can learn and grow from knowing the behavior
expectations and how to control and address their own behaviors (Puckett, 2013, 11.4).
I will also strive to respond to student behavior issues in a variety of ways, adapting to
each students individual needs. Puckett mentions many different classroom management
strategies and about implementing various methods for stopping surface behaviors prior to them

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escalating (Puckett, 2013, 11.3). I have already implemented many of these strategies in the
classroom and I have found them to be extremely successful tools in most cases. I plan to use
these strategies in order to assist in helping students to recognize when they are not doing
something they should be, or providing them a small push towards being persistent which, in
turn, will teach them how to regulate their own behavior (Puckett, 2013, 11.3). Despite all of
these tools, sometimes more has to be done.
In my class pledge, I will have established that the students are accountable for
themselves and their behaviors, so if a student chooses to have negative and disrespectful
behavior that is consistently impacting classroom learning, the student will know and be able to
identify that there will be consequences and disciplinary action and be clear about what these
discipline procedures are. I will utilize the school plan of 1, 2, 3 Magic and follow the
discipline and consequence guidelines for this as directed by this school wide discipline plan,
while learning and adapting to each students individual needs. Hopefully these steps will not
need to be taken often once I set up the guidelines and expectations at the beginning of the
school year, but when the steps do have to be taken, I will remember to maintain a positive
attitude with the class, despite what may be happening with one students actions. If behavior
issues become consistent with a student, I will work with the behavioral specialist at the school,
in order to find an individualized plan that will work for both the student and our classroom.
I also understand and appreciate some negative reinforcement and positive and negative
punishment based on children's behaviors, but in supporting a positive classroom environment
my wish is to keep the negatives to a minimum and help to keep more of a Kagan, win-windiscipline concept. In Kagans Win-Win Discipline concept the teacher takes a same side
approach and works collaboratively with the student to come up with ways they can improve

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their behavior and then, based off of what they find, the student creates a personal improvement
plan, helping the student to identify and fulfill their needs in an appropriate way (E., 2010). This
would be something that I would incorporate into my discipline strategy when the student is
sitting at the back of the classroom and if they need to go to a neighboring classroom.
I also believe that Dunn and Dunns Learning Styles Model is extremely important, but
almost impossible to master in a single class setting because each student will have a different
preferred style of learning. This model explains how variables in environmental elements,
emotional elements, sociological elements, physiological elements, and psychological elements
can all alter a students ability to learn in the classroom environment (Puckett, 2013, 2.5). In
order for me to accommodate some of these needs so my students can succeed, I will need to
keep my individual students needs in mind and attempt to make certain accommodations in order
to maximize comfort and ability to learn and work in the classroom. If a student is wearing a
jacket in hot weather, I will encourage them to take it off. If a student isnt feeling well,
depending on the situation, I may have them drink some water and put their head down or send
them to the nurse. I will try to maintain a balance in the room with having places with bright
light and places that have softer light, like a reading corner. I will strive to make the learning
environment they are in as comfortable for them as possible while they are in my classroom.

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Part 4: Classroom Layout

My goal is to teach math at the middle school. I want to make math fun, engaging, and
exciting! In my view of what my classroom would look like, the students would enter art the
back of the classroom on the right hand side. On the left hand side at the back would be a lounge
area with comfortable bean bag chairs and a bookshelf with books that relate math to real world
events along with other literature of interest. This area will be good for students who need a
break and are having a rough day, or can also be used as a reward for those who have earned
rights to sit in a comfortable chair for the day. At the front right, is the teachers corner with a
computer, the docu-cam and a desk so that it is out of the way but still at the front of the class for

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easy access by the teacher as needed. All along the right hand side are counters with storage
below, and a bay of windows that are raised high that span across the counter area to let in light.
The windows are located high enough so that they wont be a distraction that students will want
to look out of but they will still let natural light into the room. At the front of the room in the
center is a smart board with 1 whiteboard on either side, so that technology and basic whiteboard
needs can be met. On the board to the right of the SmartBoard will be reserved for information,
policies, and procedures. It will have the date, homework assignments, objectives for the day
and any other pertinent information listed there. The board to the left of the smart board will be
used for instruction. On the left side of the classroom there are 3 whiteboards all next to each
other for instruction as well, and at the back of the classroom are tall storage cabinets for
additional storage/organization.
The table groupings are set-up to work in groups of 4-5 students (the 2 seats at the back 2
tables will work together) in order to productive and cooperative learning spaces and will
encourage the students to work together and behave in class. This structure also aligns with
Kagan cooperative learning strategies to assist in creating a cooperative learning environment in
the classroom. In the groups, I will group students strategically with varying knowledge levels
so that students with greater abilities can help students with greater need. This will encourage
success for all students and help naturally control student
behaviors. I also envision having laptops taken out and
placed at the center of the tables in the morning and they
are put back into their safe storage areas by the teachers
front right corner at night. In my vision, the students will
use technology on a daily basis, so it is important that the

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laptops/technology is easily accessible as needed in class.

Part 5: Communication with Families

In my interview with Principal Makar, she expressed difficulties in creating parent
involvement. She stated that in order for the school to successfully get parents involved with any
school functions the only success they have found involves them providing food and making sure
the activity involves an award of some kind (Administrator Interview, 2016). Through these
difficulties, it seems that the teachers at the middle school have a very strong sense of the
various students home lives, and they do try to make positive differences in the students lives
in whatever ways they can.
I understand the extreme difficulties of getting parents involved with their students lives
at the school, especially in Title 1 schools, so I know that when I have my own class, I will have
a clear plan to get the parents as engaged as possible from the very first day. The lack of
involvement at home in the school district Im in, gives me a better perspective and
understanding of student behaviors in the classroom and the potential learning difficulties. I
know that I can plan ahead for these difficulties and differentiate my instruction to accommodate
these different needs in the classroom.
At the beginning of the year I plan on sending a letter home to the families of my students
along with information about the classroom responsibilities that the students have agreed to
follow. One of the communications will look something like this:

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Welcome Parents and Families!
I am looking forward to a very fun and productive year! I will be your students Math teacher
this year, and I am looking forward to helping your child be happy, productive, and successful in
the classroom.
I will assign homework most nights to be completed the following day. Any homework the
student receives should not exceed 20 minutes so long as the student participated in class. It is
important that the students complete their homework each night so they are prepared for class the
next day. They will also have access to an online program called IXL that will provide the student
focused practice of the concepts and applications that are directly related to their current learning in
the classroom. The students are able to access the IXL any time that the student has internet access.
In addition there is a free program called Khan Academy that is a great resource for explanations of
concepts and additional optional practice outside of school.
It has been said that 80 percent of student learning happens outside of the school, and that it is
critical for teachers and families to work together toward a common goal of learning for their child.
In order to work towards this common goal, I want to keep my lines of communication with you as
open as possible. I will be calling you with updates throughout the year to keep you informed of
how your student is doing in my class and I will send home progress reports home with your
students grades throughout the year. When you receive a progress report, I ask that you please
review, sign and have the student return the report so I know you have seen their grade. If the
progress report is not returned to me, I will call you to update you on their grades
I want to thank you in advance for all of your positive support and efforts at home to help
encourage your student towards a successful future! I am looking forward to spending time with
your students and having a fabulous year!
Ms. Golson

18

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As stated in my letter, I will send home progress reports with the students which will
need to be signed by the parents. If a student does not get their progress report signed, I will call
the parents to provide them the information. Additionally, I plan to call home with student
updates on how they are doing, periodically to provide both positive and constructive feedback
on student behavior and progress. I want to emphasize the more positive viewpoint whenever
possible. I believe that by creating a positive relationship with parents from the start of the
school year, and encouraging communication, more parents will feel comfortable contacting me
when they have concerns about their students and attending parent-teacher conferences.

Part 6: Reflection and TAP Indicators

Through my classroom management plan both TAP indicators, Managing Student
Behavior and Respectful Culture are addressed and are evident in both my classroom culture
with my behavior expectations and in the way my classroom is set up.
In Managing Student Behavior, it is my expectation that once I have established
expectations, the students will be mostly well-behaved with some minor behavior disruptions.
My classroom expectations will be clear and established at the very beginning of the year and
with graffiti on butcher paper and helping to develop their own classroom pledge, they will
learn and develop the rules and expectations together, taking ownership in developing them as a
group. I will then have the students sign a contract acknowledging that they are aware of all
expectations and they will also take copies home to their parents. This will help the students to
take ownership of their actions and behaviors in the classroom. All students will know the
consequences for misbehavior and will help to keep each other accountable. When a student
interrupts the class, I will attend to the matter with the student quickly and individually by using

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the 1, 2, 3, magic strategies implemented by my school. In the class room I plan to use
cooperative learning and keep the material relevant to their interests in order to help keep all
students engaged and continually promote positive social interactions. With using Kagan
strategies to help me manage student behavior, I will be able to overlook the inconsequential
behavior after norms have been established because the students have learned strategies to
redirect and correct their own behavior (E., 2010)
In view of the Respectful Culture indicator, my classroom is based off of the idea that
they are both empowered and respectful as individuals and as a group. Through my rules which
spell out the word respect, students will know how to treat themselves and others with respect,
always being able to maintain a respectful culture in the classroom. Students will learn to
appreciate others opinions and respect them even if they disagree, and will be able to respect
both me as a teacher and their classroom community at the same time. Students will be
encouraged to build relationships with one another that will help promote positive cooperative
learning experiences, while I develop my students both as a group and individually to be both
kind and respectful to others. In order to maintain this type of culture within my classroom, I
plan to lead my classroom with having a positive and respectful attitude daily with my students.
I also plan to build a respectful culture with the parents and families of my students by
keeping an open and respectful flow of communication with them. I want parents to feel
comfortable coming to me when they have questions or concerns and I want them to feel
comfortable knowing that their child is in my class each day. It is extremely important to me
that parents feel like they can contact me for any reason and that I will in turn treat them with
complete respect.

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I have already learned so much from both my internships in the Osborn School District
and through my coursework at Arizona State University, that I know I will be well prepared to
begin my teaching career, and I will become a successful educator. I realize that until I actually
am hired and have my own classroom sometimes what I think might work on paper may turn out
differently in real life situations. With that said, I plan to go into my teaching career with an
open mind, knowing that this paper is simply the foundation to my classroom management plan,
and as I continue to grow and learn more throughout my educational career, I will make
adaptations as I go. I will keep a consistently positive attitude and will lead my students daily to
remember that they are important, to embrace learning, to encourage them toward success, and to
always treat others with kindness and respect.

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References
About Up with People. (2014). Retrieved April 29, 2016, from
http://www.upwithpeople.org/about/
Administrator Interview With Principal Marty Makar on Instruction and Management [Personal
interview]. (2016, February 10).
E. (Adapter). (2010, July 26). Kagan Spencer Interview [Video file]. Retrieved April 18, 2016,
from https://www.youtube.com/watch?v=112ZadfBGbQ
Linde, S. (n.d.). Harry Wong & Classroom Management: Theory & Plan | Study.com. Retrieved
April 29, 2016, from http://study.com/academy/lesson/harry-wong-classroommanagement-theory-plan.html
Puckett, K. S. (2013). Differentiating Instruction: A Practical Guide. Retrieved March 03, 2016,
from https://learn.thuze.com/books/THUZE.PS.ED.9781621780915/sections/cover