Classroom Management Plan 

Sheadene Morrison 
Junior High/High School 
 
 
Interpersonal Connection 
Developing a strong relationship/connection with my students is extremely
important to me. I truly believe that the best teachers ever made found a great significance
in creating student connections within their classrooms. As a teacher one of the main
things I like to focus on with my students, is them as individuals before a collective. I like to
acknowledge and appreciate that everyone is different and will need different things. In
PSII before I can create a classroom that fits my students needs individually and
collectively and create interpersonal connections, I have to first get to know them and
create a safe and trusting environment in our classroom. I’ll be able to do this by taking the
time to get to know my students one on one, greeting and chatting with them every
morning before class officially starts, incorporating a routine check-in before we start our
activities for the day, having clear expectations of them and myself, reiterating my motto
“I’ll respect you, if you respect me”​ offering a reflection time at the end of our day and simply
by just being myself. I also believe that I will be able to make interpersonal connections
within my PSII journey by being genuine, respectful and patient with my students. I will be
sure to let them know that I am there to help them be as successful as they possibly can in
the time I have with them and I’m also there to learn from them. With my calming tone, my
approachable demeanor and my patience I will be able to make strong and interpersonal
connections with each and everyone of my students.
Monitoring 
 
Scanning the Room  
- All students can be seen and teacher is easily accessible (at a desk, in front of the
classroom, at an open table at the back, etc.)
- Teacher eyes and ears on highest mode
- One on One interactions
- Usually used during work periods and or after i’ve given some sort of instruction

Example: Teacher has just given instructions for students to work in their groups on class
project. The teacher then goes and sits at her desk or table at the back of the classroom and
makes herself available and easily accessible for students to come ask questions
 
Teacher “with-it-ness” 
- BEING AWARE of classroom/students/environment
- Understanding of what’s going on in the classroom
- Understanding of what’s going on with the students
- Understanding of what’s going on in the school environment
- Adapting to what’s going on in the classroom/with the students/ in the school
environment
- Simply following through with promises, rules, expectations

Example: Teacher being aware that a student is having an off day because their pet just
died. The teacher has a conversation with student, simply asking if they are okay and if
there is anything the teacher can do to help. Teacher allows student to take have some time
in the calming corner in the start of the day or when needed.
 
Whole class instruction 
- Teacher High Status
- Projection/Articulation of Voice
- Clear and concise
- Front of the class (Usually)

Example: Teacher explaining to students what they need to do for their group project

One-on-One interaction 
 - Teacher Low Status
- Using your ​Scanning the room & Teacher “with-it-ness” ​as prompts
- Giving that one student (or group of students) all your attention and focus
- Letting the other students know “I’m working a student (a group of students) right
now, i’ll get to you in a bit”
- Should occur while other students are working on something else
- At least once or twice a day with all students

Example: A student is evidently struggling with a question but is afraid to come ask the
teacher for help. Teacher approaches students desk in Low status and offers a bit of help by
asking “Is there anything I can help you with?” or calls student to back table and ask
student same question and providing some sort of “Hint” or “Guidance” for student

Politeness 
- Creating a definition as a collective
- Outlined in Rules and Expectations of classroom
- Positive Classroom environment
- “I’ll respect you, if you respect me” energy (Teacher to Student)
- “Do unto others as you’d want them to do unto you” (Student to Student/Teacher to
Student/Student to Teacher)
- Reiterating weekly (And daily if needed) that in order to have a safe and enjoyable
classroom, politeness is NEEDED

Example: A Teacher telling the students in the beginning, throughout, and at the end of the
year, whenever someone is talking/presenting/performing etc. (especially during
check-ins) we need to give them our undivided attention and respect and or respond (if
necessary) to them like how we’d want them to respect/respond to us.

 
Remaining Calm 
- Strives to de escalate situations
- Student Evacuation plan in place if needed (Somewhere/Something for students to
go/do)
- Not giving a reaction or attention to negative student behaviour
- Responding in a civilized, appropriate, composed manor
- Having patience
- Allowing space for student
- Calm tone/Calm voice
 Example: A student looks like they’re about to have a huge meltdown. They are swearing
and throwing thing. Teacher has other students evacuate the classroom in an orderly
fashion. Teacher then approaches student calmly and asks if everything is okay. Student
yells at teacher to get away, teacher responds even calmer “Alright, i’ll be here when you’re
ready to talk.” Teacher recedes and gives student space.

Behaviour Chart 
Level  Example  Teacher Action 
Low Rolls eye when coming into classroom - Teacher high status
or has an attitude when greeted - “How’s your day going?” or “Are you
okay?”

Low Calling out answers without raising - Teacher high status

hands - Eye contact/Eyebrow Raise

Low Talking when teacher is trying to get - Teacher high status

classrooms attention or when teacher - Eye contact/Eyebrow Raise
is talking - Students name or “Alright Class”

While students are working

- Check on student who I called out
- Teacher low status
- One on One

Low Purposely making noise to get attention - Teacher high status

(First time/Second Time) - Eye contact/Eyebrow Raise
- Students name

While students are working

- Check on student who I called out
 - Teacher low status
- One on One

Medium Yelling at another student (Swearing) - Teacher high status

- Eye contact/Eyebrow Raise
- Student(s) name
- “Let’s not use that language!”

*If behaviour escalated* - Pull student aside

- One on One
- Teacher Low status
- Reminder of Class rules (In regards to
swearing)

Medium Distracting Others/Fooling around - Teacher high status

- Eye contact/Eyebrow Raise
- Student(s) name or Call distracted group
out

- Go to group/student
- One on One
- Teacher low status
- Ask if they need help or if they know what
their supposed to doing

Medium Talking Back - Pull student aside

- One on One
- Teacher low status
- Acknowledge behaviour
- “Is everything okay?” ​DON’T PRY!

High Swearing at the teacher - Teacher high status

(Confrontational Manor) - Direct eye contact
- “We’re not going to disrespect each other
like that, I’ll meet you in the hallway or we
can chat at lunch!”

*If Behaviour is persistent*

- Offer office option
 In Hallway
- Teacher low status
- One on One chat
- Acknowledge behaviour

High Throwing Classroom furniture (i.e, - ​STAY CALM

Desk, Chair, etc.) - ​Ensure the safety of the other students
(Have them evacuate if necessary)
- Teacher high status (non-threatening
way)
- Call office/Wait