Professional Documents
Culture Documents
Jessica A. Moran
Regent University
CLASSROOM MANAGEMENT PLAN 2
A. Theoretical Introduction
servant leadership, as well the ability to reflect on both past and present experiences to embody a
growth mindset. Educators must realize that teaching does not merely involve rote knowledge of
theories, strategies, pedagogy or the ability to hold a groups attention (Nichols, 2011) but the
plethora of in- and outside layers affecting both their and their students daily lives. Students in a
classroom must ultimately feel safe in their environment to foster a desire to learn and connect to
the material beyond memorization; this relies on more than the delivery of an engaging lesson,
but also classroom layout and design. When the teacher successfully facilitates and embodies the
aforementioned, the student may in turn be equipped with the tools to prosper both in and outside
of its walls. This can only be achieved with a desire to implement a relational focus which fosters
As seen in the Responsive Classroom model, building community starts the moment
students enter the room (Hunter, 2015), while Positive Behavioral Intervention and Supports
(PBIS) indicates it begins on the school bus (Putnam, Handler, Ramirez-Platt, & Luiselli, 2003);
each of these are indicative of a childs need for relationship before official teaching even begins.
Within this design lies a place for teachers to give purpose to a students existence in the sense of
connection, such as in the creation of a job or leadership role. Scholar Eric Toshalis pointedly
says Heres something teachers forget all the time: In human relationships, trust has to be
earned (2016, p.19). As a future educator, this what I ultimately wish to create and sustain a
relational environment in which my students feel safe, cared for, respected, and encouraged. By
who meets their physical, mental, and emotional needs, or finds another way when I cannot.
Students must be reminded of their value, and trust that when they see my smile at the door that
Working with children who have special needs has opened my eyes to celebrating
moments rather than just big or obvious successes. Though a child learning to spell their name,
grasp basic fractions, or understand the theme of a text is important, there are many other
victories which the teacher must not minimize. Learning is fluid, and it happens at a different
pace and presents itself in a distinct way for each student. Thus, the teacher must be prepared to
adapt instruction to the particular natures of their classroom on a yearly basis. As well as this,
knowledge must be imparted in a way that allows pupils to actually find and use their
knowledge in a productive manner, making it meaningful within their personal lives long
outside their time in a classroom (Simon, 1996 as quoted by Bransford, Brown, Cocking,
Donovan, & Pellegrino, 2000, p. 5). Connections are created not by standing at the front of a
classroom and lecturing, but in the creation of an interactive, inquiry-based environment that
allows the students to drive much of their own learning (Marshall, 2013).
Theorist Comparison
Based on my personality and experience with children over the last fourteen years, I have
come to see myself as a progressive and constructivist educator. Every child is different, thus
basis (Tomlinson, 2001). I have great respect for John Dewey, his development of the Lab
School, and its emphasis on scientific observations of how children interact and play in order to
understand the workings of the grown-up world (Goldstein, 2014, p. 82). This ties to Francis
CLASSROOM MANAGEMENT PLAN 4
Bacons encouragement to use inquiry-based learning and in turn to Jean Piagets Theory of
Cognitive Development which emphasizes a childs need to construct and assimilate their own
knowledge (Powell, 2015, p.195; Bergin & Bergin, 2015, p.105). I believe that allowing children
space to direct their learning and develop metacognition in both an independent and cooperative
format allows for thinking and reasoning beyond the concrete. If a student is to feel physically,
There is of course Maslows Hierarchy (Bergin & Bergin, 2015, p. 44) which indicates a
childs most basic needs must be met before learning occurs (such as physiological or safety), but
there is also Umie Bronfenbrenners Bioecological Model (Bergin & Bergin, 2015, p. 14) that
sustain a classroom which provides comforts safety for teacher and student, a priority must be
Training, Rudolf Dreikurs behavior as it relates to social acceptance (2016, Regent University),
and Alfred Kohns developing the authentic [self] and interests of the student (2016, Regent
University; Charles & Senter, 2005, pp.239-255). When the students contribute to making the
classroom comfortable and productive (Kreassig, 2016) and conducive to learning, such as
through a class meeting or a class contract, they are far more likely to make an effort. Rather
than lecturing at a child from the front of the classroom, I agree with Frederick Jones in the
Ultimately, as many theorists advocate and which I strongly believe, relationships are the
foundation of a classroom management system. In taking the time to meet students needs,
B. Expectations/Policies/Rules/Boundaries
Expectations of Students
Students are to be made aware of the expectations placed on them at the beginning of the
year by using interactive modeling, and continually reminded of them in various formats. They
are as follows:
problem.
If things are still not okay, talk to Mrs. Moran.
I can be safe in my environment by:
o Keeping my hands to myself.
o Placing my backpack and coat in a safe space.
o Listening to directions during drills.
For students to feel able to learn and the teacher to instruct, the classroom needs
Productivity, 2016). Every space must have a function, and be organized well and simply enough
for a student to navigate. Areas need to be clearly labeled, and more so in the lower grades.
While I believe decoration is fun, I find it be overstimulating for certain students. I plan to use a
consistent theme around the room, keep wall clutter to a minimum, and purchase inexpensive
The room and procedures must be intuitive (Watson, Design a Classroom that
Facilitates Productivity, 2016, p.5). Most human beings like to feel as if they are serving a
purpose, and students are no different. In the creation of a student-selected classroom job
system (Watson, 2016), students are given a sense of responsibility and ownership while the
teacher is less overwhelmed and can focus on instruction. Watson emphasizes that a teacher
that are essential to your daily routines (2016); these should be tasks that do not require my
immediate oversight, and can be done automatically. I plan to keep these jobs flexible and on a
rotation basis. The student who was previously held the job would be in charge of training the
next student for the position, thus developing a sense of personal responsibility, proficiency, and
accomplishment.
The teacher must be comfortable with changing seating arrangements from year to year
because each group will be radically different, but their proximity to students is key (Jones,
2003). Introverted students may not thrive in the popular pod group seating, thus it may be
also an option for not only the introverts, but those who need something extra to relax or focus
CLASSROOM MANAGEMENT PLAN 7
(Gonzales, 2015). Students who struggle academically or behaviorally will need to be placed in
an area where they are supported and emboldened. Similarly, students whose personalities clash
will need space from each other to feel safe. The teachers desk should be towards the back of
the room, with the area for small-group work at the middle or front depending on the location of
the board. Ultimately, I am a strong believer in and advocate for The Responsive Classroom
Key Expectations:
o Students will be engaged and productive as a result of the classroom environment,
be so excessive that students cannot see any wall space. On display will be
posters for younger grades) so that students know where to go and how to use
them. They should be easily accessible to students without them having to ask
where to go, and carefully placed to help facilitate [my] routines and
procedures for both myself and students (Watson, 2016, Design a Classroom
files or personal materials are kept. The teachers interactive space will be at the
CLASSROOM MANAGEMENT PLAN 8
possible, leaving enough space for the teacher to walk in between and interact
Class rules do not need to be wordy or excessive, with five being the typically advised
maximum (Wong & Wong, 2009, p.150). I believe general rules are useful and should be
prominently displayed in the classroom, but in my beginning years of teaching I will incorporate
specific rules. It is important that students truly know what their boundaries are, learn strategies
for following them and preventing negative choices, and that I am able to explain the rules
thoroughly (Wong & Wong, 2009, p. 150). I would use multiple interactive modeling strategies
in the first month of school to help students feel more comfortable with the rules, and to develop
a flow of action (Watson, Plan procedures for a smooth first week, 2016).
Respect others: I will use kind words and actions and keep negative comments to myself.
Respect myself: I will keep trying. Tomorrow is a new day!
Respect my teacher and school: I will pay attention, listen carefully, and always do my
best!
Need something? I will use hand signals to communicate if Mrs. Moran is teaching.
Be a friend: I will have a positive attitude and help when I see someone having a hard
I also a firm believer in the Classroom Contract to ensure that students feel they have a
safe space to share their mind, hearts, and take risks without fear of judgment, laughter, or
reprimand. However, this will not happen unless expectations involving the classroom
environment are clearly reciprocated (Johnson, 2005). I believe it is important for students of all
ages, backgrounds, and needs to have a say in what the values of their home for the year should
CLASSROOM MANAGEMENT PLAN 9
be, particularly older students. The word home is used intentionally because that is the type of
space I wish to create and maintain. By presenting it in this way, I hope to create a family
dynamic in which yes, we can be expected to argue or get on each others nerves sometimes, but
ultimately we are there to support, encourage, and help one another prepare for the world outside
of school. As a person and future educator, I do not believe that yelling at students is at all
effective. It causes them to shut down, tune me out, or fight back. The students who continue to
exhibit behavioral struggles will be taken aside for a one-to-one conversation or specialized
intervention (Kriete & Davis, 2016; Selig & Arroyo, 1995) regarding how we can set goals
together to improve; these will not be broad or wide swept, but incremental, intentional, and
specific. As they demonstrate effort and improvement, I will encourage a positive trait personal
cooperative and differentiated instructional strategies (Tomlinson, 2001). In using methods that
promote student-led inquiry, discovery, creativity, and ownership, students are far more likely to
feel engaged and propelled to learn (Robertson, 2005). Each pupil will bring a different set of
academic and personal needs to the classroom, and at times radically so. It is my job to ensure
they learn in a way that is both effective, relational, and instrumental for their future. While
whole-group lessons are necessary and exciting, I love seeing and hearing students thinking in a
small-group setting. This enables me to plan more efficiently as I tier assignments, or offer
modifications and extensions for those who need them. Taking data from consistent formative
assessments and anecdotal notes will allow me to stay on top of where my students fall in their
understanding of content and thus help me to design a cohesive summative assessment. Based on
CLASSROOM MANAGEMENT PLAN 10
this evidence, I will be able to continually design future lessons with the end in mind rather than
Motivation
The question of how to best motivate students is an intriguing and often debated concept.
Extrinsic rewards can be exciting and fun, but what do you do when a student becomes
dependent on receiving a piece of candy every time they exhibit a good behavior or choice?
Intrinsically motivated students are ideal, but rare unless time is taken to help build their self-
efficacy; in reality, my students are going to have a blend of the two (Bergin & Bergin, 2015, p.
574, 576). However, I believe a great deal of potential lies in the development of prosocial
behavior and a students view of their identity. In essence, as described by Gregory and Kaufeldt
in The Motivated Brain, motivation is the force or energy that results in engagement (2015);
this exists not just from the teacher to the student, but as an active force between teacher,
student, and curriculum (Gregory & Kaufeldt, 2015). Thus, I must seek to understand what type
Extrinsic motivators, such as giving candy, free time, or homework passes, are certainly
loved by students, and I am not against them as an occasional treat. However, does this truly
address behaviors, academic needs, or initiate long-term success? I believe these rewards
encourage an initial positive response, but once the excitement has worn off the problem returns,
and possibly worse than before. Within my personal philosophy, while I will incorporate both
types of motivation, I feel that intrinsic motivation is both more effective and farther reaching.
Todays world is full of instant-gratification, and my students will be no stranger to it. How, then,
can I introduce the benefits of delayed gratification? As one teacher so fittingly states, These
From my current placement and hopeful future employment within a Title I school, I have noted
many of these students have a lack of confidence in their abilities. Through the use of Positive
leadership, and addressing specific negative mindsets, a great deal can be accomplished. To
cant thinking into I can, and adding the power of the word yet to encourage students to
encourage them to see that mistakes are not the end but rather the beginning - after all, they are
in school to learn! I strongly wish to help my students focus on growing together as a class to
encourage and improve social behavior, investment and pride in learning, and a sense of self-
efficacy and belonging (Gregory & Kaufeldt, 2015; Regent University, 2016; PBIS, 2016). Thus,
by setting clear expectations with and for my students and in the provision of a sturdy foundation
Vision
Though I do not know the grade level I will be teaching, I can anticipate common threads
Before School: Arrive early to prepare for the day. This includes any materials that need
to be set out, and also time to mentally gather myself so that I am in a healthy mind and
heart space for my students. I will also use this time to keep up with parent and faculty
correspondence.
Student Arrival: I will greet students in the hallway just outside the door. They will
always have the chance to choose from a handshake, fist-bump, or hug, and be asked
CLASSROOM MANAGEMENT PLAN 12
How are you?; This will enable me to see if I need to pull anyone aside later to check in
on a deeper level. Lights in the classroom will be dimmed with relaxing music playing to
remind them they are in a safe space. I do not mind some noise or distraction at this time
being that the day has not officially started, however I will encourage mindfulness of
quiet voices. Morning work will either be on their desk or projected on the Promethean
Board. After announcements, I will go over their schedule and I Can statements for the
day. Students will be reminded to check their job for the day/week.
Morning Meeting: This will occur on a daily basis with a rotation of focus: sometimes it
will be content and on other days it will be social or relational skills. The students will
have the opportunity to help me lead the meeting on a rotational basis. This time will also
allow the class to share something they are excited or nervous about.
Instructional Time: Students will be familiar with a blend of whole- and small-group
instruction, as well as daily rotation of work stations. If necessary, class rules and
guidelines will be reviewed. As the day moves along, students may ask questions or voice
appropriate hand signal). I do not mind some chatter because that shows me they are
excited about the material, however a look or signal from me will notify them of when
they need resume focus. At other points I will conference individually with students to
check in; my hope is to meet with each student for at least 5-7 minutes a week. This will
help achieve relational and thus behavioral and academic goals with my students.
End of the Day: The class will know that the end of a school day means a brief review of
the days events and tidying up the classroom. Five to ten minutes prior to packing up
will consist of either a review game or a read-aloud. After the students leave, I will
prepare and set out materials for the next day. I will plan for the following week, and
CLASSROOM MANAGEMENT PLAN 13
attend to correspondence. I also plan to leave notes of affirmation once a week on the
The above creates a rhythm which students come to not only expect but look forward to,
thus confirming the benefits of a classroom balanced in its architectural layers. For my
management goals to truly succeed, I must be intentional with the development of relationships
with my students. Taking the time to converse with each of them on an individual basis each
week will create a much stronger foundation for the year than just a casual greeting and lecturing
all day. My hope is that my students will see, feel, and know how much I care about their heart,
their mind, and their overall success not just in my classroom, but in the years to come.
References
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Bransford, J.D., Brown, A. L., Cocking, R.R., Donovan, M.S., Pellegrino, J. W. (2000). How
people learn: brain, mind, experience, and school (Expanded ed.).Washington, D.C.:
Charles, C.M. & Senter, G.W. (2005). Building classroom discipline (8th ed.). New York, NY:
Pearson.
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the-Growth.aspx
http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2013/12/my_biggest_regret_as_
a_teacher_extrinsic_rewards.html
Goldstein, D. (2014). The teacher wars: a history of Americas most embattled profession. New
Gonzales, J. (19 November, 2015). Classroom eye-candy: a flexible seating paradise. Cult of
Gregory, G. & Kaufeldt, M. (2015). Chapter 1: the challenge of motivating students. The
http://www.ascd.org/publications/books/115041/chapters/The-Challenge-of-Motivating-
Students.aspx
Johnson, K.S. (2005). Creating a safe space for students to create risks. UNC Chapel-Hill
Jones, Frederick. (2003). Effective room arrangement. Education World. Retrieved from
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Kreassig, D. (2016). Theories. EFND 506 Classroom Management: Regent University. Retrieved
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express/vol8/821-marshall.aspx
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beginners
Powell, S.D. (2015). Your introduction to education: explorations in teaching (3rd ed.). New
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Schaps, E. & Lewis, C. (1991). Extrinsic rewards are educations past, not its future. ASCD.
Selig, W.G. & Arroyo, A.A. (1995). Handbook of individualized strategies for classroom
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Toshalis, E. (September, 2016). Correcting our connecting. Educational Leadership, 74(1), pp.
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Watson, A. (2016). July week 2 plan procedures for a smooth first week. The 40-hour teacher
Watson, A. (2016). July week 3 automate and delegate routine classroom tasks. The 40-hour
http://thecornerstoneforteachers.com/
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Wong, H.K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher.