Running head: CLASSROOM MANAGEMENT PROJECT

Week 4A: Signature Assignment

Classroom Management Project

Maria Teresa Villalvazo

National University
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Abstract

In order to run a successful classroom, a teacher must have a plan in order to address the

needs of the students in terms of safety and a welcoming and efficient environment for learning.

The Classroom Management Plan discussed in this paper will set out clear defined rules,

procedures to multiple areas and times in the classroom, rewards that will be both intrinsic and

extrinsic, consequences that will be fair and efficient, intervention strategies for both behavior

and academic challenged students, support strategies to help challenged students, engagement

strategies to enhance learning, motivation strategies to help the students become lifelong

learners, and culturally responsive teaching to build an inclusive classroom that will

implemented in the classroom based on research and readings from the course.
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Introduction

“Classroom management constitutes the provision and procedures necessary to establish

and maintain an environment in which instruction and learning can occur” (Wong & Wong,

2018, p.5). In every single setting imaginable, there has to be a certain procedure, routine, or

rule that establishes how to act in that particular environment. For example, in a grocery store,

the procedures are to park in the parking lot, within the lines. One cannot simply drive your car

through the store. You might use the store’s shopping carts to get your belongings, and then pay

at the register. One cannot simply walk into the store and leave without paying, or go straight to

the cashier and expect the cashier to get your groceries. Everything is separated by category

(dairy, produce, meat, etc.) so that everything is easier to find. Isles in the store might have

subheading on top to let the buyer know what is located in that isle. All these procedures and

specific layout of the store are so the store can run more efficiently and successful. Imagine if

the milk was next to the meat and cereals? Everything in a grocery store is laid out in a way to

help the store run smoothly, just like many other environments. Like the grocery store, a

classroom must also have a set of procedures, rules, routines, and so on for the classroom to be

successful in its goal; helping students become lifelong learners.

The procedures, rules, and expectations in a classroom are taught explicitly and laid out

for the students. A teacher cannot assume that the students walk into the classroom knowing

what is expected of them. It is the teacher’s job to teach the students what is expected of them

and very importantly; ​why​ it is expected of them. The goals of a classroom management plan are

to make learning engaging, without distractions, and efficient. Every second spent in the

classroom is important and crucial. According to Burton (2017), Maslow’s Hierarchy of Needs
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explains how as human beings, we strive to have our needs met. We must first have our physical

needs met like water, food, sleep, etc. Then we must have our security needs met like having

shelter, stability, and feeling safe. After, our social needs must be met. This includes feeling

accepted and feeling loved/liked. Next, a person needs their ego needs met where their

self-esteem is high. Lastly, we need our self-actualization needs met, where our desire for

creativity and development is met. Before the self-actualization needs are met, all the other four

must be met in order for learning to be able to occur. It is crucial to build an environment in the

classroom that meets all these needs before a teacher ever expects a student to be ready to learn.

Rules

Delano Union School District has implemented these three umbrella rules where all other

rules fall in: be safe, be respectful, and be responsible. Wong and Wong (2018) describe

consistency as being an essential part of learning where the teacher is “a model of consistency”

in order for the students know that the school is a “...safe place and protected environment,

where a student can come and learn without fear”. Consistency throughout the school and

classroom will build that feeling of safety and familiarity. Referring to the three umbrella rules

of being safe, responsible, and respectful used within the district and school, will build that

consistency that is needed.

Since I teach fifth grade, the students are at an age where they are able to partake in the

rule-making process. This makes the students feel like they are part of the decisions and like if

they have a voice in the classroom. It also brings forth a sense of accountability to follow the

rules, since they were the ones who created them. Encouraging positive asset based language

would also set the tone for other conversations in the classroom. Explaining to the students that
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a rule should not be, “do not do this”, and how “do this” gives a better understanding of the rules.

The teacher should already have a set of rules that are wanted in the classroom and guide the

students in making those rules. For example, if the rule, “Students must have their supplies out

on their desks for the lesson in a timely manner” has not been suggested, the teacher might ask

probing questions to lead the students to this rule on being responsible. Discussions on which of

the three umbrella terms the rules ​best​ fits will be discussed. Each rule will also be modeled, and

then practiced. For example, in the rule about having the supplies out, the teacher might model

taking out supplies quickly and quietly and sitting in a learning position waiting for further

directions. After, the students will practice doing this multiple times. Every rule should have

rationale that makes sense to the student to why it is important for it to be placed. Rules will be

posted in the classroom.

BE SAFE

1. Use classroom equipment in the way that it was created for during appropriate times.

2. Push in chairs and keep learning area clean and tidy.

3. Keep your hands and feet to yourself.

4. Walk to the desired location

BE RESPONSIBLE

1. Give yourself the chance and opportunity to learn by working hard and focusing

2. Give others the chance and opportunity to learn by collaborating at appropriate group or

partner work, and being silent during independent work

BE RESPECTFUL

1. Actively listen to the speaker

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2. Use appropriate words to express your thoughts, including using manners

3. Be kind to others

Procedures

“Procedures create an efficient and orderly classroom so that learning can take place”

(Wong & Wong, 2018, p. 47). As discussed earlier with the grocery store example, in order for

things to run smoothly and efficiently (maximized learning opportunities), all procedures and

routines must be in place with the purpose of making lessons and instruction the priority. Just

like the rules that are modeled and practiced, procedures must also be modeled and practiced.

“Telling a student want to do is insufficient” and “all procedures must be practiced”, is stated by

Wong and Wong (2018, p.48). The teacher must tell the students the procedure and why it is in

place. Then the teacher must model the procedure and expectation. The teacher could then pick

on a student volunteer to show the procedure. Lastly, the whole class will repeatedly practice the

procedure with the teacher reinforcing the procedure, until it becomes a routine. This strategy on

teaching students procedures in demonstrated in the video, “Guided Reading with Jenna” by the

Teaching Channel, where the teacher is teaching the students procedures for a new reading

center.

CALLING ATTENTION

● “Class Class”- The teacher will say “class class” and the students respond “yes yes” in

the tone of voice the teacher did. Students are expected to immediately stop what they

are doing and look for the teacher for directions. This is the way of letting the class know

that there is information that must be shared. Students are to be silent and have their

hands free of materials, facing the teacher.

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● “Hand up”.- The teacher will put her hand up silently, this will let the students know that

they must to put a silent hand up. They must stop what they are doing and wait for the

teacher to give directions.

ENTERING THE CLASS

● Morning- Students are lined up on the yellow line, quietly, one student behind the other,

with their hands to their sides, or their backs. Students must walk in and greet the

teacher with their personalized hand shake. Students will grab their mad minute, take out

their fluency practice, take out their homework, check their neighbors homework quietly

and wait for morning announcements to be done.

● After recess and lunch- Students are lined up on the yellow line, quietly, one student

behind the other, with their hands to their sides, or their backs. Students must walk in

and greet the teacher with the appropriate greeting (good afternoon, good morning).

Group leaders will grab materials for group if needed. Students will take out materials.

Students are to walk in quietly because teacher will be giving directions.

● After any other occasion- Students are lined up on the yellow line, quietly, one student

behind the other, with their hands to their sides, or their backs. Students must walk in

and greet the teacher with the appropriate greeting (good afternoon, good morning).

Group leaders will grab materials for group if needed. Students will take out

materials.Students are to walk in quietly because teacher will be giving directions.

LEAVING THE CLASS

● “1,2,3”- Students should be in learning position (learning position is where the students

are sitting, facing forward, both feet under the desk, sitting straight, with hands clasped
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together, quietly waiting for directions). When the teacher says “1”, the students stand up

quietly and stand behind their chairs. When the teacher says “2”, the student push in their

chairs (stack them on the desk if it is the end of the day) and put their hands behind their

backs or to their sides and face the door where they will be walking to. When the teacher

says “3”, students walk quietly to the door and make a line in number order (each student

has a number assigned to them).

CLASSROOM HELPERS

● Teacher’s Assistant- Handles the phone (will say, “room 20, Ms. Villalvazo’s class,

student speaking”), acts as a substitute for any class job where a student might be absent,

and in charge of assisting the substitute if needed.

● Technology Assistant- In charge of making sure every chromebook is accounted for.

Calls students by numbers (1-10, 141-20, 20-30). Makes sure all chromebooks are

plugged in.

● Messenger- Will pick up or drop off any notices from office, another teacher, or

classroom. Will pick up the fruit of the day in the mornings. Will walk any student to

nurse’s office who needs assistance.

● Material Collector- Collects materials that group leaders have already collected from the

group.

● Material Passer- Passes out materials to group leaders, so they can pass them out to their

group members.

● Librarian- Makes sure the library stays tidy and organized.

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● Front leader- Lines up when teacher says “2” so the rest of the class knows where the line

begins. Is in charge of making sure that the class is in line when moving around the

school. Stops at every corner and waits for a thumbs-up signal from teacher to continue

moving forward. Is in charge of turning on the lights when entering the classroom.

● Back leader- Lines up when the teacher says “2” so they can hold the door for the

students to exit the classroom. Is in charge of turning off the lights.

GROUP LEADERS

● Are switched every two weeks. Are in charge of getting group textbooks out of cubbies

and passing them out to their group members. They will collect any materials needed to

be turned in and have them ready for the material collector. Any material passed out by

the material passer will be handed out to group members. In charge of making sure spare

pencils are sharpened before the end of the day.

HOMEWORK

● Homework will be checked regularly after morning announcements. Students are to have

their homework out so their partners could check it. They must check their partners

homework and be ready to tell the teacher their score. If student is absent, student must

have another group member check homework.

CHROMEBOOKS

● Chromebook cart must be locked every day after school. Students are to wait for the

technology assistant to call their number and they must line up and wait for their turn for

the assistant to hand them their chromebook. They must walk counterclockwise around

the classroom to their seats. They must hold the chromebook with both hands and put
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away any liquids on the floor (water bottles). Chromebooks must remain on the desk at

all times. Students must shut down and report anything wrong with the chromebooks

immediately.

RESTROOM

● Students must give a super ticket to the teacher to go to the restroom. If during

instruction, student will hold ticket with two fingers in between to let teacher know

without interruptions. Students must sign in and sign out in log by the door and place

their name under “Where Am I?” in the restroom.

HAND SIGNALS

● “Restroom”- R with finger in sign language with ticket between fingers.

● “Question”- “I” with finger in sign language

● “Comment”- “C’ in sign language

Rewards

According to the Ministry of Education, “students are motivated to achieve and conform

to appropriate behaviors when either intrinsically or extrinsically rewarded”. An intrinsic reward

aims at internal and mental motivators such as praise, love of learning and knowledge, and

self-esteem. Intrinsic awards usually do not cost any money. Extrinsic rewards are more tangible

awards like pencils, little toys, and other small manipulative rewards. I believe in a classroom,

we should have a bit of both extrinsic and intrinsic rewards, but ultimately, the goal is for

students to do things because of the reward of learning and gaining knowledge. When students

are younger, they might need a little bit more of extrinsic rewards, but as students get older, the
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extrinsic rewards should be taken away and intrinsic rewards should be the main motivators for

the students.

INDIVIDUAL- Students will be tracked by Class Dojo and be given points for following

directions quickly, great partner work collaboration, using their manners, homework, being on

time, etc. Students who have earned their weekly goal of ten Class Dojo points will enter a raffle

to win something from the prize box that has pencils, colored expo markers, pens, erasers,

bouncy balls, hacky sacks, etc. Students are also able to earn a “Warrior Buck” that is equivalent

to a dollar used in the school student store that also has prizes, or they can buy La Rosa Ice

cream bars at the end of the day from the office. To get a “Warrior Buck”, students must be

caught being extraordinary.

GROUP- Class Dojo has a feature where groups can be created and given points. The group

with the most points at the end of the month will earn to have lunch with me. I will join them

during lunch time, or they will be able to grab their lunch and eat in the classroom with me.

CLASS- We have a bucket with goals and rewards the class as a whole has decided. There are

three levels to the bucket with three different levels of prizes. The first goal is a homework free

day for the whole class. The second goal is fifteen minutes of free time at the end of the day

where I will take them outside and have them play. The third goal is a movie during an extended

lunch time. I have coins that I can put in their bucket to reach their goal.
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Class Dojo

Fill-the-Bucket

Consequences and Intervention/Support Strategies

Rules are placed to contain order and efficiency in the classroom. Procedures are placed

to help the class run smoothly. Procedures and rules are preventative measures put in place to

keep order, but the reality of things is that sometimes procedures are not followed and rules and

broken. In order to keep order, the teacher must have consequences in place to continue
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“creating a culture of respect and academic achievement in the classroom” (Teach For America,

2015).

Some of the consequences that will be placed in the classroom can be losing Class Dojo

points for the individual student or for the group. Also, as a class, they can lose a coin from their

bucket towards their class goal. The student can also lose participation in the group goal

activities. The district has a conduct intervention form where minor offenses are documented that

can eventually be turned to a conduct discipline referral for continued offenses. The first

consequences is the teacher verbally re-teaching the expectation. For example, if the student was

running in the classroom, the teacher would tell the student, “Remember, in the classroom, we

walk so we can keep yourself and others safe”. The second offense is some type of intervention

or loss of privilege. That same student, continued to run in the classroom after the teacher

re-taught the expectation; then the teacher might intervene by re-teaching again but taking a

point off of Class Dojo, or making them fill out a reflection form on their offense. The third step

would be a parent and teacher conference. For example, that student was already re-taught twice

the expectation of walking in the classroom, and they already lost a point; the next step would to

make contact with the parent via phone call, letter home, or in person and let them be aware of

what is occurring in the class. The fourth step, if the offense continues, is a meeting with the

principal. In this meeting, the principal can apply their own consequences to the student. Lastly,

if the same offense has occurred for the fifth time after all the other interventions, within the

same trimester, the student receives an office discipline referral that will go on their record.

Every trimester, the student gets a clean slate and prior offenses are erased if they did not reach

the fifth offense. The goal is to have as many interventions as possible and re-teach the
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expectation every single time before a referral is given to the student. If a student is continually

going through this process and they do not seem to improving, a SST (Student Support Team)

meeting can occur to decide if this child needs to be screen or assessed for anything.

One of the things that I really liked about this class was the restorative justice approach.

The reflection forms give the student time to self-reflect but it is individual. I feel like using

dialogue circles like the ones discussed in Davis’ (2015) Restorative Justice article in Edutopia,

is a great way for students to discuss the behavior with other peers, rather than just hearing it

from the teacher.

Reflection Form Example

Engagement and Motivation

In every lesson the teacher must open the lesson with the students knowing what their

objective/goal is by the end of the lesson. The objective should be visible to the students (most

of the time I use a powerpoint slide). I say the word “objective”, the students reply with

“objective” and they hit their desk twice, clap their hands twice, and point to the screen ready to

track the words. When I say, “echo”, the students say, “read” and they echo my reading
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followed by the hand movement to help them remember the objective (whole brain teaching).

Somewhere in the lesson introduction, the students should be able to either, 1:tie the lesson to a

previous lesson, 2: tie the lesson to something applicable for real like, or 3: see how the lesson is

important to their lives. Students will not care about the lesson if they do not see the importance

of it in their lives or its applicability.

Learning has to be fun, there are a some games I like to play in class for review. One of

the class’ favorite games to play is class versus teachers. When I feel like most of the students

have grasped a concept, the students have a chance to get five minutes free time at the end of the

day, or music while they work, or half the problems on their homework (only odds or only

evens) (extrinsic motivation rewards). I need a certain percentage of students to get the problems

correct. The teacher displays a problem and the students work out the problems on their

whiteboards, when the time is up, the class shows their whiteboards to the teacher and the class

has to have a certain amount of correct answers for them to get a point. If they do not reach that

percentage, then the teacher gets the point. They do not get to play class versus teacher when

they want, it has to be towards the end of the lesson/unit so the class has a chance of winning. If

the teacher wins, then the students might have to do extra problems for homework or in class.

Another game that is played is quick warm-up games. There is the hand multiplication

battle. To warm-up the students with a concept that deals with multiplication, the students pair

up. They start with one hand behind their back. They countdown to three, when they get to

three, they are holding a number 1-5 represented with their hands. It is to the teachers discretion

(you can challenge using 2-5). The students will then have to multiply both numbers shown.

Whichever student says the correct answer gets a point and they do it again. As a challenge, you
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can have the students put both hands in the back and then use factors (1-10). For example,

student one shows their hands showing a seven and the other student is holding a six, whoever

says forty-two the fastest, gets the point.

A great way to motivate students is for the students to showcase their knowledge using

their preferred learning choice. Group work is a great way for students to work together and

learn from each other in a way that doesn’t seem like the traditional independent read by yourself

and answer this worksheet way. Jigsaws are a great way for students learn from each other and

showcase their knowledge and talents. We do a lot of jigsaws where we have close-read a

lengthy text one or twice and discussed it and annotated the reading as a class (mostly

teacher-modeled and guided). The reading is then split into paragraphs or pages and the students

are placed into groups. That group is to become an “expert” of that part of the text and create a

presentation to teach the rest of the class. I assign students roles in each group. Some students

are assigned as “leaders” who keep the group on task and guides the group. I usually choose the

students who are well-behaved and have a grasp on the reading. Some students are the

illustrators who are in charge of creating the presentation or drawing to represent the reading. I

usually choose the students who have shown or said they like to draw and design. I also have the

“presenters” who are the students who present their group’s presentation to the class. These

students are my outgoing students that love to talk and are not shy to go up in class. It is

essential to allow the students to showcase their ability to get praise (intrinsic motivation) from

their teacher and group members/classmates. We want the students to feel successful. Playing

games, allowing collaboration, allowing students to work in areas where they have talents and

assets, are all ways to motivate and engage students to want to learn.
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Social Skills and Self-Regulating Strategies

Social Skills

In this common core era, pair-sharing is a huge portion of every lesson. Students

collaborating with one another is a huge social skill they will need for the rest of their lives.

“Being able to work effectively in a group, learning to compromise to attain common goals, and

assuming shared responsibility for teamwork are skill that students need to learn to be successful

in school, at work, and throughout life” (Wong & Wong, , p. 181). For pair sharing, we use the

four L’s of Productive Partners by Kate Kinsella. The four L’s are Look at your partner, Lean

toward him/her, Lower your voice, and Listen attentively. Each of these expectations must be

modeled, one-by-one and practiced. Students must be shown what it looks like, and what it

DOES NOT look like. These expectations should be posted where it is visible for students. For

group work, expectations must be posted as well. It is also important for the students to know

their role in the group. As discussed in the motivation/engagement section, I always make sure

each student is given a role and that each role is discussed in detail what is expected. Like the 4

L’s of Productive Partners, group norms and expectations should be posted. Each role should be

modeled, and practiced. Consequences for failing to be a productive member of the group

should be known to the students as well.

Self-Regulation

I am big on time and timers. I always set a time for students to have met a certain goal.

For example, in group projects, I tend to say, “in X amount of minutes you should have ___

done”. In individual or partner work, I do the same. I also check in to see how the class is

doing. I usually say, “show me with ONE hand how much time you need”. I do this because
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five minutes will be the maximum time extra given to them to not take away from the next

lesson. Having a must-do list and may-do list also keeps the children knowing what is expected

of them.

4L’s of Productive Partners

Culturally Responsive- Teaching

The students in a classroom come from such diverse backgrounds. I believe one of the

easiests and best ways to be culturally sensitive is to define culture to students and explain to

them what it is. A big way to put down any stress or fear of judgement is to use yourself (the

teacher) as an example and share some of the culture the teacher has. Introducing a word of the

day from a culture that has to deal with the curriculum or lesson is a great way that the students

can feel connected. For our class winter program, we did “Twas the night before Christmas”.
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We changed some of the lyrics to Tagalog and Spanish and had the students learn and memorize

it. The students were so excited to help each other pronounce the words correctly. When

introducing texts, it is important to discuss and tie it to cultures that might be similar to the

students. Having books in different languages is also a good way to introduce students to more

cultures. Allowing students to bring in items to show-and tell is also a great way to learn how

others live.

Reflection

When people think of teachers, they think it is someone that just stands in front of the

class and puts a problem on the board and expects the students to be quiet and answer the

question. As teachers we are nurses, coaches, motivators, guardians, and so much more. There

is so much preparation that needs to go into place before a student can learn and contain

knowledge. Having a plan is essential in order for a teacher’s and student's journey can go

smoothly .
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References

​ sychology Today. Retrieved from

Burton, N., (2017). ​Our Hierarchy of Needs. P

https://www.psychologytoday.com/us/blog/hide-and-seek/201205/our-hierarchy-needs

Davis., M., (2015). ​Restorative Justice: Resource for Schools.​ Edutopia. Retrieved from

https://www.edutopia.org/blog/restorative-justice-resources-matt-davis

Ministry of Education. ​ The Advantages of Rewards in the Classroom. ​ Retrieved from:

https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/2102-the-ad

vantages-of-rewards-in-the-classroom

Teaching For America. (2015). ​Consequences System in the Classroom.​ Retrieved from:

https://www.teachforamerica.org/stories/how-to-establish-a-rules-and-consequences-syst

em-in-t he-classroom

Teaching Channel. (2018). New Teacher Survival Guide. [video file]. Retrieved from

https://www.teachingchannel.org/video/new-teacher-classroom-management

Wong, H.K., & Wong, R.T. (2018) THE Classroom Management Book (2nd ed.). Harry Wong

K. Wong Publications, Inc.; Mountain View, CA.