Classroom Management and Room Arrangement Plan

Classroom Behavior:
The first day of class will include a collaborative discussion on classroom behavioral
guidelines. The goal is to allow students to feel they have a voice in the establishment of these
guidelines and can therefore take ownership of them. As the teacher, I will guide the conversation
towards a brief list of guidelines I have already established. After the class contributes, I will post the
list in a format such as the one below:
Classroom Conduct
The teacher and the students are to treat each other with respect. As discussed and agreed to in
class, the teacher and the students agree to behave with the following guidelines in mind:
1.
2.
3.
4.
5.

Respect for eachothers' physical being.

Respect for eachothers' property.
Respect for eachothers' right to learn.
Respect for eachothers' right to an opinion.
Respect for eachothers' individuality.

Once the class has agreed to the guidelines and have discussed what specific behaviors fall into
each category (i.e. Being disruptive in class is a violation of guideline #3), consequences for actions
both positive and negative will be developed. I will have already decided what these consequences will
be. Depending on the severity of the infraction and the guidelines set forth from the school, I will
endeavor to handle each incident individually with the student. I will formulate a reward system for
behavioral excellence (either through the grading system itself or through the citizenship grade if the
school uses one). For infractions, I will use discussions with the student/students to discuss the
incident, its motivation, why it is inconsistent with the guidlelines the class agreed upon, and how we
can prevent it from happening again. At the end of each discussion, I will advise the student of the next
step of the process should the behavior continue. The goal is to avoid sending the student to the office
at all. Most behavioral issues can be handed with the teacher and the student. For minor disturbances, I
will follow the guideline below:
Consequences for Disrepectful Behavior
First Infraction: Verbal warning reinforcing the desired behavior.
Second Infraction: Discussion with teacher.
Third Infraction: Grade/Citizenship adjustment and short reading assignment on the behavior
followed by a discussion with the teacher.
Fourth Infraction: Letter home to be signed with the understanding that a fifth infraction will be
referred to the front office.
Routines for Starting Class:
If a homework assignment is due, students will be instructed to place the assignment in the In

box near the front of the class as they arrive.

Each class, I will have on the board or projector a graphic, quote, statement, or other kind of
prompt. Students will come into the classroom and immediately go to their seats and formulate a
response to the prompt. I will ask them to jot down their thoughts, feelings, assumptions, or any other
response they may have on the prompt. The prompt will always be related to where the class left off the
day before and where I will be leading it.
For instance, if it is a world history class, I may have taught the students about the assassination
of Julius Caesar. When they walk into class they may see the following quote:
Those who slew my father I drove into exile, punishing their deed by due processof law, and
afterwards when they waged war upon the republic I twice defeated them in battle. -Gaius Octavian
Caesar.
Quote found at the following website:
Shipley, Frederick W. (1924) Velleius Paterculus and Res Gestae Divi Augusti. Retrieved from
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Augustus/Res_Gestae/home.html.
Based on how much information I have already given the students on Octavian, I would ask them
to jot down their thoughts on what this quote means as it pertains to the assasination of Julius Caesar. I
would allow them to discuss it with their classmates but I would then have them turn in their thoughts
after a brief class discussion. This way, I can also cross reference my attendance sheet with the notes to
ensure I did not forget anyone. Now, the class is ready to discuss the transformation of Rome from a
republic to an empire.
Routines for Ending Class:
I will leave two to three minues at the end of the class for students to pack up their belongings,
ask me any questions, and retrieve graded assignments. Graded assignments will be placed on a table in
five piles by last name: A-F, G-L, M-R, S-W, and X-Z. This way, there will not be a huge line at one
pile to retrieve assignments. Grades will be covered to provide confidentiality.
Transitions:
Successful tranisitions begin with students having a clear understanding of what is happening
next. I will devote some wall space to a daily schedule for the class. It will include all of the activities
for the class period each day. For example, if the schedule reads Lecture on Pacific Island Geography,
Short Film, Group Map Project, Class Summary, students will have an idea of how the hour will be
broken down. I will be sure to take advantage of the times the class is watching films, working
independently or in groups, or taking quizzes and tests to make sure they have the materials needed to
jump right into the next activity. If I need students to move from their desks for an activity, I will have
them move first, then bring their attention back to me and only then explain the activity. In general, I
will always be observing the classroom for signs of waning attention and focus and adjust the
instruction accordingly. During exams, students will always have a preassigned reading or activity if
they finish early.
Materials Management:

I have already mentioned how homework assignments will be turned in and collected after
grading. To summarize, students will have an inbox to turn in assignments. All returned assignments
will be available on a table by last name to avoid crowding. Materials that will be used in class and that
will remain in the class will be distributed by student volunteers for each section (see class map)
ensuring only a few people are moving around the classroom. Otherwise, I will pass out the materials
needed as students are working on the previous activity. During exams, I will ask the students to remain
in their seats and to raise their hand when they are ready to turn in the exam. I will then collect the
exams myself limiting the movement in the classroom.
Group Work Roles and Expectations:
When group activities are planned, I will specifically choose the members of each group.
Allowing students to choose their own groups will encourage exclusion of certain students. While I will
use multiple methods in arranging groups (assigning numbers to students, clothing type, passing out
colored cards, and other methods as demonstrated in class), I will endeavor to rig the arrangment so
that a balance of aptitude is present in each group. Students who need a little extra help will be grouped
with students that are doing well. The struggling student will get the assistance they require while the
students that are excelling will be less likely to be bored with the assignment. It is also important to pay
attention to the groupings as students will try to cheat and put themselves in another group.
Student Needs during Teacher Directed Instruction:
It will be important to limit the amount of distraction during teacher directed instruction. Some of
these distractions could incude needing to sharpen pencils, getting necessary suppies for the instruction
including textbooks, note paper, and other materials, using the restroom, and getting a drink of water.
The key will be to eliminate the possibity of a distraction. For instance, I will encourage students to
take notes using a pen instead of a pencil and carrying more then one pen or pencil. If they insist on
using a pencil, I will encourage them to carry a small pencil sharpener with them. I will encourage
students to use the restroom prior to class and, although a pass to the restroom will not be denied,
obvious abuse of the pass will lead to a one-on-one discussion (I have also seen where teachers provide
two tickets to each students redeemable for the pass. Once they use both tickets, they no longer can
use the pass, with exceptions). I will keep loose notepaper at the rear of the classroom as well as other
supplies and will allow students to quietly walk to the rear of the classroom if they need such supplies.
I will have a discussion with the class at the beginning of the semester which will cover mature
behavior during teacher directed instruction. I will ask students to be prepared for class and, while
occassional unpreparedness will be understood, frequent disruptions will lead to a discussion between
the student and myself.
Supporting Positive Behavior, and Response to Misbehavior:
As previously mentioned, the following guidleines will be used for student misbehavior:
Consequences for Disrepectful Behavior
First Infraction: Verbal warning reinforcing the desired behavior.
Second Infraction: Discussion with teacher.
Third Infraction: Grade/Citizenship adjustment and short reading assignment on the behavior
followed by a discussion with the teacher.

Fourth Infraction: Letter home to be signed with the understanding that a fifth infraction will be
referred to the front office.
Positive behavior will be supported in the following possible ways:
1) Verbal recognition for following the rules. A simple Thank you for respecting the class by...
2) If permitted, extra-credit points towards final grade.
3) Acknowledgement of behavior to parents via phone call or email.
4) Random prizes such as school supplies or snacks (when athorized).
First Day and Week of School Plan:
The first day of class will cover main bookkeeping issues such as an overview of the the
semester's assignments, grading structure, school attendance policies, and other administrational
requirements. The majority of the first class will be devoted to establishing routines and procedures.
I will not have preassisgned seats on the first day of class. I want to find out with whom
individual students sit and whether it will be a distraction or not. I will most likely assign seating by the
end of the first week making sure the seating arrangements have a mix of skill level.
I will begin by giving the students a brief background into my education and I will then ask the
students to introduce themselves by answering a few simple questions such as 1) What is your name?
2) What grade are you in? 3) What is a favorite hobby? This is also how I will take attendance and
learn by what name students wish to be called.
I will ask the students to spend a few minutes writing down their thoughts on respect as it applies
to the classroom. I will then have the students break into groups and discuss their notes with other
classmates. A spokesperson from each group will write down three main points discussed on the board.
I will then add aspects of my list of behaviors above to the conversation. By the end of the discussion, I
intend to have all students agreeing that the list of behaviors above are a fair set of expectations.
Using the list of behavioral expectations, we will discuss acceptable classroom conduct as
follows: When it is okay to speak without raising a hand? When it is okay to move about the
classroom? How will assignments be turned in? How I will return graded assignments. All procedures
will be discussed with the idea of respect in mind.
During the first week, if students are not compliant with the new behavioral expectations, I will
calmly ask them if their actions are consistent with the guidelines the class agreed to on the first day. I
will also plan on taking the time during the first week to reinforce the behavioral expectations by
asking the class as whole if a certain scenario is consistent with respect.
Distractions lead to misbehavior. As the first week of class is likely to have a greater number of
distractions including late students, registrations issues, classroom issues, and discussing and meeting
the special needs of students, I will be sure to exercise flexibility and patience. If a student is late, I will
quietly ask them to have a seat and when the time is appropriate, I will simply find out if the tardiness
was due to an inability to locate the classroom, a registrations issue, or some other reason. If needed, I
will help the student with the issue to ensure they do not have to deal with the distraction in the future. I
will monitor the students during the first week to ascertain if any students do not seem to understand
the procedure and take corrective actions as described above.
Classroom issues such as malfunctioning technology, lack of materials due to an inaccurate class

roster, and other challenges will be dealt with by being flexible and having prepared instruction or
activities that do not require these elements.
The first week of class will be designed as a general overview of the subject matter to allow me
to see how the students work with eachother, if certain students require more attention, and to help the
students get used to the classroom procedures and behavioral expectations. This will be a teambuilding period to allow students to become comfortable with each other and to allow me to getto
know the students.
Classroom Arrangement Map:
This is my ideal classroom arrangement if given the proper space. I will arrange the desks in two
sections with a wide path in the center. The desks will be placed at a forty-five degree angle with the
front of the classroom. This will enable students to easily see the board if any visual media is being
used. It will also allow the students to discuss topics with other students in their immediate vicinity if
the instruction cals for it. The desk arrangement and the center path will allow me to move about the
classroom during lecture and still ensure each student can see me and I can see them.
I prefer to place my desk at the rear of the classroom in order to keep the instruction area as
simple and organized as possible. Besides the board (smart board, white board, or black board) I will
place two tables to be used for materials necessary for the current instructional unit. I will hopefully
have a computer station which students may use for research. Ideally, this will be placed in the rear of
the classroom to limit the distraction to other students. I will have a desk with supplies which students
may use if they are missing something. There will be a resources desk or cabinet that will include
maps, magazines, and other items relevant to the class subject. Near the door I will place a table that
will have the assignment inbox and graded assignment box.
Space, number of students enrolled in the class, and the way the class is wired (outlets, etc) will
all be factors in how the room is arranged. My experience with the traditional row arrangement has
yielded both positive and negative results. But I have also found other drawbacks from alternative
arrangements. I am experimenting with a hybrid arrangement which serves as both rows (for lecture)
while easily transitioning into table groups for collaborative work.