Name: Katie Cowper

EDUG 520 CLASSROOM MANAGEMENT PLAN

Statement of Purpose
Our classroom welcomes all students to create, collaborate and learn
through hands on and engaging experiences. We are all responsible for
creating and maintaining a safe and respectful learning environment,
where every student is given the opportunity to thrive.

Rules
Students will show their ROAR by being

Respectful

On task

Always safe

Responsible

Procedures

Procedure 1)
Detailed steps of Procedure: Going to the bathroom.
Students will always be allowed to use the restroom, but from my experience, they often need to
use it when the teacher is involved in something that requires their immediate attention- teacher
instruction time, or when the teacher is conferencing with students or staff. My students will
indicate that they need to use the bathroom during a lesson, or when I am in conversation with
another person by notifying me with a hand signal- the sign language letter for R. Once I see
the hand signal, I will nod my head to indicate yes, or hold up a number one with my index
finger to communicate that they may go to the bathroom in one minute.
Procedure 2)
Detailed steps of Procedure: Im done with my work.
I know I will be blessed with students who work diligently and efficiently, my plan for early
finishers is to have a poster that lists their choices for other activities, in order of priority. This
specific procedure will be for the upper elementary grades. Once students are finished with their
assigned task, rather than asking, What can I do now?- They can simply look over at the Can
Do Board for suggestions of what they are allowed to do.

Procedure 3)
Detailed steps of Procedure: Getting help
When students need help with an assignment, directions repeated, clarification, etc. I want them
to, Ask three, then me. This will require students to seek out assistance from their peers. They
will work their way through three people before asking me for help. This procedure will be
during group or independent work. This will not be the procedure during instructions time-
instruction time is the expected time for them to ask questions, once students have been released
to work, they must ask three peers for support before asking the teacher. I will indicate when
they are to, Ask three, then me, by having a large tap light that sticks to the board. This light
will have letter stickers that spell out, Ask three, then me, once I push this light, they are to
seek help from peers first, the light is their cue to do this.

Procedure 4)
Detailed steps of Procedure: Student needs to calm down.
Elementary school can be very dramatic. I want to teach my students to listen to their bodies and
Take 5 when they need to exercise self-control and calm themselves down. This idea is
adapted from Judy Furman of Fairmont Elementary School in Placentia Yorba Linda Unified
School District. The idea is that when I see a student about to lost control, or I see that a student
has lost control, or a student communicates to me that they are over whelmed- They move to a
specified area of the room and take up to five minutes to get themselves in the right mind frame
to learn. The Take Five area of the classroom would have calm down supports like a plastic hour
glass, a bean bag, stretchy bands, a sensory bottle for a visual calming effect, some stress balls,
an essential oil diffuser that diffuses calming scents like lavender or citrus, and a tactile sensory
board that has various tactile inputs to assist and support a students efforts in calming down.
This area of the classroom would be a small corner that was slightly partitioned off, but still
allowed teacher to monitor student activity.

Procedure 5)
Detailed steps of Procedure: Make-up work
When a student is absent, they will return to school and find a, While you were out folder
sitting on their desk. In this folder, they will find all the assignments and/or notifications that
were given while they were absent. This procedure is designed for upper elementary students. I
want my classroom to work as a collaborative and supportive unit- with that said, students will
be collectively responsible for the peer to the left and to the right of them. It is the peers
responsibility to collect all assignments and place them in a, while you were out folder on their
peers desk.

Consequences Positive Behavior

Tangible: According to https://www.pbisrewards.com/pbis-incentives/, some
tangible positive behavior consequences I would use for my students would
be:
A small desired treat
Colored pencils
Sunglasses
Desired drink; juice, Gatorade, chocolate milk
Spinner fidget
Stress ball
Tickets to purchase a highly desired item (delayed reinforcement)
Social: According to https://www.pbisrewards.com/pbis-incentives/, some
social positive behavior consequences I would use for my students would be:
Front of the line pass
Positive phone call from principal
Student of the month
Shout out on the PA
Dojo Points
Show and tell
Activity: According to https://www.pbisrewards.com/pbis-incentives/, some
activities for positive behavior consequences I would use for my students
would be:
IPad time
Teacher Assistant
Class DJ
Craft
Essay Discount
Extra Recess
Chewing gum
Lego time
Special Chair
Consequences Negative Behavior
Negative consequences would be dependent on the negative behavior. Some examples of
negative consequences from mild to severe would be:
Teacher proximity closer to student
Dojo needs work points
Loss of privileges such as Friday free play or iPad time
Tickets used to purchase tangible are taken away
Study hall
Student writes a note home communicating to parents their behavior difficulties
Teacher sends a note home or calls
Principal sends a note home or calls
 Action Plan

*Please make sure to include below how to prepare all ideas mentioned in this classroom
management plan ex) behavioral charts, rewards, online communication

Completion
Area Objectives How it will be completed date

Class Dojo Students will be given Dojo points for on task and off task In place
behaviors. I will input student information and edit the on and off before
task behavior points to target specific desired and unexpected school
behaviors relevant to my students, their developmental level and begins
their grade expectations.

Take 5 The break room will be a small designated area of the classroom, In place
Break enclosed by three walls (including a partition). Inside of the break before
Room room I will have an essential oil diffuser, diffusing calming scents school
throughout the day. There will be a bin that contains stress balls, a begins
visual sensory bottle, tactile inputs like sand paper, felt, fur and
slime. I will have a bean bag and two pillows as well as a timer.
This area will have drawing and writing materials for students to
use in support of calming down. There will also be noise cancelling
headphones as well as a mini sand garden and a goldfish bowl with
a live gold fish that students can look at while calming their minds
Develop a Toolkit and bodies.

Marble jar Students are given a marble at the beginning of the day. If students In place
(specifically are caught talking when they are not supposed to be, their marble is before
for taken away. At the end of the day, students who still have their school
excessive marble, place it in the class jar. When the jar is filled, the entire begins
talking) class gets an agreed upon reinforcement such as a movie, hot
chocolate, crazy hair day, etc.

School Create eye catching rules and procedures posters that are important In place
Rules and and relevant to my students and the school. Hang posters up in before
Procedures classroom. Select key procedures for first day of school, enlarge school
posters them, and post (iris module). begins
 Teach the plan
Teach Choose specific aspects of the classroom management plan and First week
relevant start teaching those expectations on day one. I would start teaching of school
aspects of classroom dojo- focusing all on positive behaviors) the first week
plan (iris of school. I would introduce the Take 5 Break Room on day one
module). and review the general classroom expectations the first week, and
progress with rules and procedures as the weeks progressed.
Role play Students will choose a rule or a situation in which they would need First week
to use the Take 5 Break Room and role play in groups in front of of school
the class.
Student Students will work in groups to create a meaningful classroom First month
created rules poster depicting a rule and an illustration. of school
Rules
posters
Parents Open house presentation First month
First day of school information packet of school
Dojo
Share the plan Email
Class website
Principle 1:1 meeting Before
Review of policies and procedures school starts
Review plan and parent dissemination

Professional Meet to create cohesive, grade level and collective classroom Before
Learning expectations. school starts
Community
(PLC)
groups
Parent Contact parents for positive and negative student behaviors via Throughout
follow-up remind 101, Class Dojo, email, text and face to face the year-
communication. minimum
1x a week

Students Review rules and procedures when students are not exhibiting Throughout
desired behaviors and after holiday breaks through mini lessons. the year, as
Review the plan needed and
after holiday
breaks
 Specific Teacher delivers specific and consistent feed-back when students Daily
feedback display positive and expected behaviors/procedures.

<POSITIVE BEHAVIORAL INTERVENTION & SUPPORTS>

<TIER 1 EXAMPLE

<PBIS TIER 1 -PLEASE COMPLETE>

SCHOOL BEHAVIORAL STATEMENT OF PURPOSE

Plavan Panthers show their ROAR by

being Responsible, On task, Always safe,
and Respectful.

POSITIVE SCHOOL-WIDE BEHAVIORAL EXPECTATIONS

PBIS SCHOOL-WIDE BEHAVIORAL MATRIX
CLASSROOM BEHAVIORAL MATRIX
 Mrs. Cowpers Classroom Behavioral Matrix

Routines Classroom

Library Recess
Rules

Responsible -Bring all -Return books -Return all

required -Use Shelf borrowed
materials to marker equipment
class -Keep hands -Help others
-Complete all and feet to
school work yourself
On Task -Do what you Check out -Play and
are supposed books socialize
to be doing Return books -Use the
Read books bathroom
Voice level 0 or -Eat your
1 snack if you
are hungry
Always Safe -Walk in -Stand in -Use
classroom single file line equipment
-Use all when checking appropriately
materials out books -Run on grass
appropriately only

Respectful -Be mindful of -Enter quietly -Use kind

others -Follow words
-Allow peers to directions
work

Restorative Practices
If there were a conflict between students in your class, describe the restorative practices
you would use to address the conflict. (Please describe both informal and formal practices).

If there were a conflict between students in my class I would employ the use of informal and if
necessary, formal restorative practices to address the conflict. If the situation was a first-time
incident between two or three students I would use affective restorative statements in the form of
I messages. I would work with the two or three students and guide them through the statement
process and ask the offender and the victim guiding questions such as
How were you feeling when that happened?
What was the other person feeling when that happened?
How can we make this right for you?
How can we make this right for the other person?
If the situation involved many students or was any issue that kept arising, I would employ a more
formal approach and use a responsive circle or even involve the principal and parents, along with
the students to discuss situation and determine solutions.