Tracy Sides

EDEL 483
Assignment 2
Classroom Management Plan (Rough Draft)

My classroom management approach is student-centered, allowing students to develop a sense of
responsibility for their actions. Behavior standards in my classroom are high and
developmentally appropriate for the age I am teaching. I ensure that all students understand the
expectations of our classroom, including consequences for breaking the rules of our classroom
community. I will strive to be firm, kind, and consistent in my approach to rules and rule
breaking. My goal will be to create a safe, and orderly classroom.

Being Proactive with my Classroom Management
My classroom management approach is proactive. Through intensive get-to-know-you
activities over the first few weeks as well as being open and interactive with each student
throughout the day, I can plan activities in such a way that antecedents for less desirable
behavior can be avoided. Additionally, nearly constant reinforcement of desirable behavior and
hard work is heavily rewarded with praise specific to a students activity, work, or decision.
Consistency in procedures and overall management is my key ingredient in creating a healthy
classroom culture.

Rules
Each of our classroom rules is color-coded. Students names are listed individually in each chart.
Each rule also has a pocket filled with color cards of that rule. There is also a pocket filled with
golden cards. When a student breaks a rule, he or she pulls that color card and places it in his or
her pocket (on the chart). One infraction requires pulling a card and works as a warning. A
students second infraction requires the student to write a short description of causes for his or
her actions and how they will avoid or improve their actions in the future. Three pulls require a
student-teacher conference in which an explicit plan for future improvement is documented and
signed. If a student pulls four cards, the student is required to call home from the student to his or
her family offering a description of the infraction. Pulling five cards marks the point at which the
student must visit the Vice Principal for a behavioral action plan.

If students pull one or two cards consistently for more than a week, I will contact the students
parents (after meeting with the student) in order to create a plan for improvement.

When a student makes a point of following rules and supporting our positive classroom culture,
they are asked to pull a golden card.

At the end of the day, students collect their cards and place them in a behavior pocket in their
binders (which go home and come to school with students each day) for parents to review. If a
student misplaces or forgets his or her binder, I provide an envelope in which the card(s) are
placed with the form that is signed by a parent or guardian.