Mykel Johnson

Classroom Management Plan

Preamble:
As a first-grade teacher, it is my responsibility to ignite a desire to learn for each and every
student who walks into my classroom. I hope to accomplish this by creating an engaging
classroom where students are not just memorizing facts, but rather understanding the
connection of why they are learning something as well as leaving being able to apply this
knowledge to their world around them.
It is my goal to help each student achieve learning in any way possible and understand
that the process of learning is never over. I hope to instill the idea that mistakes help us learn,
and are not something that should be frowned upon. I want every child who walks through my
door receives a meaningful, and engaging education and is able to learn that learning is FUN!

Preventative Techniques:
 Positive Classroom Environment—The power of “Yet”, growth mindset
o “Growth mindset- a belief that we call all change with effort and that mistakes
aren’t a reflection of inner worth, but merely setbacks we can learn to
overcome” (Wilson, 2015).
 Building community: morning meetings, share time, talk with a partner,
community/team building activities, morning greeter
 Engagement: Hands on, online, working with peers,
 Morning meeting: time to talk about our CREW skills of the month, morning question,
share time, schedule for the day
 Table pointsa
 Class Dojo for individual and class
 Jobs: paper passer, line leader, lunch bin, lights, greeter
 Classroom rules: posted clearly where you are able to see them & pictures that the
students drew to show the rules are also hung there to use as reference
o Keep friends safe
o Keep yourself safe
o Keep the classroom safe
 Procedures: taught the first 2 weeks of school and practiced. Still continuing to practice
them when we need a reminder
 Desks arranged: tables of 4 or 2 to have peer feedback and people to collaborate with
frequently throughout the day

Intervention Techniques:
 Teaching Conflict Resolution: The Peace Table
 o “When used for conflict resolution, it encourages children to talk about what’s
on their mind and gives them a specific place and method to achieve an
agreeable solution” (Burnett, 2012).
 Consequences:
o Clip down
 1st: Verbal warning (1-1 conversation about what is happening and how
to solve the problem)
 2nd: Lose 2 minutes of recess
 3rd: Parent contact & school Stop & Go Referral
Supportive Techniques:
 Proximity: “your physical stance, your placement and movements around the room, and
your nonverbal connections with your students, including eye contact” (Forlini,
Williams, and Brinkman, 2016).
 School PBIS System (Gratitude Grams)
 Signaling “Put your hand on your head when you are done”, etc.
o “Student-signals are kinesthetic, or non-verbal, indicators that students use (at
your direction) to indicate when they are ready, that they are finished, or if they
need help” (Forlini, Williams, and Brinkman, 2016).
 Cueing
 Time Awareness- Visual clock
 Body language

Morning Routine
 Student’s chosen morning greeting from teacher and greeter
 Backpacks and coats hung up in cubby
 Green folders unpacked and put in folder basket on teachers’ desk
 Pickup breakfast
 Work on morning work while eating breakfast for 15 minutes. Must have morning work
done prior to morning recess. Once morning work is done, students line up to get it
checked off.
 Voices are off completely during morning announcements
 Once the timer goes off, teacher countdown from 20 begins. Students must cleanup all
breakfast & put unfinished morning work on teachers’ desk. Students must be to the rug
in ready position by 0.
The Rug
 Students sit in their assigned square in the ready position (body is in their square sitting
up, arms are folded or in their lap, marshmallow/bubble in their mouth, eyes are
forward & ready to be an active listener, body is facing forward).
 KHYFOOTY
 Raise hand to speak unless otherwise directed
 Hand signals are used to indicate bathroom, drink, question.
 When their name is pulled out of the jar they are in charge of answering the question. If
they do not know the answer, they can ask a friend to help.
Transitions
 Students listen for the way they are getting to the place they are transitioning to (for
example sometimes they are walking, hopping, skipping, etc.) & the voice level they are
expected to have.
 Before transitioning must wait for the teacher’s cue “Ready, set, (magic word for the
day – sight word).
 Transitions during centers: student’s listen for the timer to clean up their center & then
they move when cued “All set?” “You bet!”
 Students wait in line to get Chromebooks and do not go until the teacher calls their
name or their table number (and to return them to the cart).
End of the Day
 Clean up around their desk and stack their chair when their name or table is called
 Pick up 5 things that are not where they belong and put them away (garbage, stools,
books, etc.)
 Pack up things from cubby & get backpack.
 Wait quietly on the rug until excused to line up.
Parent Communication
 I communicate with parents using our class Remind app and face to face or phone calls
(if needed).
 Positive notes home when the student clips all the way up for the day (sent via a
handwritten note or a note home via the Remind app).
 I try to send home a note at least once weekly to all parents via the Remind app to keep
them in the loop of what we are doing.
Managing Student Work & Progress
 Progress monitoring notebooks where students graph their growth after each
assessment
 Each assessment has a rubric on it, or we discuss it as a class prior to completing the
assessment
Drinks & Bathroom
 Hand signals are used to indicate what the student is needing. The student is only able
to ask when giving the signal during a non-instructional time when they are working on
their own and not when I am up teaching.
o 1 finger: drink (1,2,3 save some for me)
o 2 fingers: bathroom
Pencil sharpening
 Students are not allowed to sharpen pencils. If they need a new pencil, they place theirs
in the cup to be sharpened and grab a sharpened pencil off my desk.
Absent students
 Work the students need to complete is in their cubby for them with directions when
they return.
Centers/Small Group
 Students begin at their indicated station with their group.
 Students must work at a level 0 or 1 depending which station they are at.
 o Voice level 0: On your Own, Fast facts/ABC
o Voice level 1: Partner, Reading (with partner, whisper phone)
 Ask 3 before me
o Support groups: (Wong & Wong, 1997)
 “Be responsible for your own work and behavior.”
 Ask a support buddy for help if you have a question.”
 “Help any support buddy who asks for help.”
 “Ask for help from the teacher only when support buddies cannot supply
it.”
 When the timer goes off, students begin to clean up.
 Papers are turned into the blue basket
 “All set?” “You bet!” move to next station. Rotate counter clockwise in a circle. (Same
rotation order every day).
References:
 Wilson, M. B. (2015). Teasing, tattling, defiance and more: Positive approaches to 10
common classroom behaviors. Turner Falls, MA: Center for Responsive Schools.
 Forlini, G., Williams, E., & Brinkman, A. (2016). Class Acts: Every Teachers Guide to
Activate Learning (3rd ed.). Bronxville, NY: Lavender Hill Press.
 Burnett, S. (2012, November 27). Setting the Peace Table: Children & Conflict
Resolution. Retrieved from
https://iheartmontessori.wordpress.com/2012/11/27/setting-the-peace-table-children-
conflict-resolution/
 Wong, H. K., & Wong, R. T. (1997). The First Days of School: How to Be an Effective
Teacher. Harry K. Wong Publications.