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Jessica Harvey - 17444528

Question 4: Classroom Management Plan
The most important element of my classroom management plan is
the establishment of quality teacher-students relationships. This will
underpin all aspects of the classroom management model and
principles I wish to implement in my own classroom.
The type of classroom environment I want to have is calm and quiet
during times of learning, with students comfortable in seeking help
and asking questions.
The physical classroom will be neat, organised, fun and orderly, with
space to move around easily, resources easily accessed and
labelled, bright and interesting displays. Tables either arranged in
separated rows, a U shape or arranged into groups if students are
working together. The room will be arranged to ensure that all
students can see well with no obstructions. Rules and expectations
displayed for students to view and revise. A range of students work
displayed to showing achievement and success as well as
informational and inspirational content relating to classroom
learning displayed on the walls (see appendix 1 for examples).
Learning intentions and goals displayed on the whiteboard for
students reference, to enhance understanding of what they will
achieve through a certain lesson.
Orderly routines that may be included in daily classroom life:

Students to wait behind desks before being seated

Students to put hand up to get help when working on a task
Competed class and homework to be placed in a designated

area
Class aware of the procedures for leaving room. Raising hand

to ask teacher or by taking a toilet pass.

Lesson closure and leaving class tables tidied, chairs pushed
in, stand behind desk and given permission the leave the
room.

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My role as the teacher will be to: guide and support throughout

students learning, allowing students to achieve their greatest
potential in a safe and productive environment. My role is to create
a warm but strict environment, sending students the message that
having high expectations is part of caring and respecting someone
(Lemov, 2010, p. 194). My classroom will be an environment where
students feel safe to take risks, this being achieved by praising
students for working hard. As a teacher, I am a role model that
displays appropriate behaviours for the classroom. Displaying
mutual respect is essential when forming strong relationships. My
role also is to provide teaching that is accessible to all types of
learners. Giving feedback to students on their learning will be a
regular occurrence in my classroom, when feedback is used
correctly it can motivate, engage and increase student effort it is
considered one of the most critical influences on student learning
(Hattie & Timperley, 2007). The students role is to: listen, show
respect for peers and teachers, willingness to learn and learn from
mistakes. My students will work silently when completing tasks
independently, when working in groups they will work quietly and
cooperatively.
My school will have three key non-negotiable policy rights: all
students have the right to feel safe, to be treated with respect and
dignity and learn without interference. An approach or model that
fits well with my schools intentions is assertive discipline (Canter,
1992); students will be taught how to behave. Our school will insist
on decent, responsible behaviour from students, setting clear limits
and catching students being good and acknowledging this positive
behaviour. There are also other parts from different models that
would be used within my school, including Dreikurs (1982)
interactionalist theory, which holds the belief that all behaviour has

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a purpose and humans have the basic motivation to belong. Our
school considers a range of theories and assesses our approach to
classroom management regularly, continually researching and
learning about behaviour and what management strategies work for
our students.
The basis of my classroom management plan will be to establish
and maintain positive relationships with students and parents. I will
be an authentic and considerate teacher that takes the time to
speak with students at least once a day, making them feel accepted
and a sense of belonging to our class. Learning all students first
names and using them is essential. A practice that may aid in the
learning of names would be to place students in a seating plan.
Morning and afternoon greetings to each student could be a daily
routine taken on by the class to ensure this relationship is building
throughout the year.
To encourage positive behaviours and discourage misbehaviour of
students in my classroom I will implement a range of preventative
measures. These include, the organising of curriculum to cater for
mixed abilities, learning styles and differentiation, spending time in
planning and implementing engaging lessons, presenting and
creating a positive classroom, clear rules and routines established,
clear expectations and routines about learning tasks and behaviour,
and support for teachers when students are repeatedly disruptive
(Rogers, 2011, p.4).
Organising a curriculum that caters for mixed abilities, and
differentiation involves planning learning tasks that can be adapted
for those that need more guidance and those that will advance
further. During this planning stage, seeking out different ways to
engage the students in learning can maximise the display of
positive behaviours. Including an introduction to lesson material

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through a hook (Lemov, 2010) that can excite or inspire students
and cater for those of different learning styles. This could be a
picture, short video, story, and interactive body movement to
discuss ideas with the class. Allowing for a range of learning styles
to be addresses, such as visual, auditory, kinaesthetic (Fleming,
2010) and Visual-Spatial, Bodily-Kinesthetic, Musical, Interpersonal,
Intrapersonal, Linguistic (Gardner, 1991), through a range of varied
lesson material and activities.
To ensure I have a settled and focused class the negotiating of class
rules and expectations with be conducted at the beginning of the
relationship with students. As a class, rules will be made that are
positive of intent (Rogers, 2011, p.126). The general approach will
be to discuss the need for rules with students. Students can then
list class rules they wish to have, select the best rules, compile a
class list of rules, discuss and reduce list and post list on a wall in
classroom. The process for creating these rules will differ for primary
and secondary, primary students will need more guidance in
selecting appropriate or positive rules, giving them examples or
providing a pre made set of rules that the class may wish to add to.
Secondary schools may have an across school framework for rights
and responsibilities, going through these on day one is essential and
adding any class appropriate rules and expectations. The class also
need to understand and take responsibility for the creation and
acceptance of the consequences of breaking the class rules. As a
result of implementing the consistency of practice in core routines
[through] the establishment phase of the year or semester will
always aid stability, and result in more settled and focused classes
(Rogers, 2011, p.194). Ensure students and parents know the
schools discipline policy. My whole school policy details the process
for which a student is withdrawn from the classroom. My school will
have a three warning approach, see example appendix 4. This
warm/strict approach with a private communication with the student

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enables an opportunity for student to self-correct behaviour and
have ownership of the change.
In my classroom the rules and expectations of students is that they
will enter the room respectfully and silently. Students will also need
to have all the appropriate materials to complete their work. They
need to be listening carefully and follow instructions. Work quietly to
respect others that are working. In our class my students will also
need to be respectful of others, being kind with words and actions.
Bullying and putdowns are not acceptable in my classroom.
Secondary specific rules could include, coming to class with the
correct textbooks, leave mobile phone and music devices in locker,
swearing not acceptable and class time is for learning, lunch and
recess are for socialising.
To manage the noise expectations for certain parts of lesson with
younger students the assigning of a colour or name for the desired
noise level could aid in achieving a positive and productive
classroom environment. See appendix 3, for an example.
During class if there are misbehaving students I must positively
endorse at least two students, before engaging in negative
consequences for those that misbehave. If students continue to
misbehave and make an inappropriate choice in their behaviour, I
will give them a first warning, walking close to student, names
behaviour and states that this is a red brain or inappropriate
choice. I will then ask them what an alternative green brain
appropriate choice would be, students will then be moved down a
step on our class behaviour chart or Steps to Success board
(appendix 2). I will provide students with encouragement and
positive reinforcement when these rules and expectations are
followed correctly, as with reward through the use of our class
behaviour chart (appendix 2), by moving up a set or level. Rewards

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may include house points, school cash to spend on rewards such
as books or sports equipment or positive behaviour coupons with
rewards.
My core principles have a foundation in developing strong, positive
and respectful relationships with each student in my class. I would
adopt a warm/strict approach so that students have a safe orderly
learning environment filled with respect and a sense of belonging.
This would be achieved by positive praise, negotiated classroom
rules and high expectations for learning. The model of classroom
management may use principles of Canter, Dreikurs and Rogers, but
within the classroom other flexible approaches aligned with research
may be used. The student-teacher relationship will be one of
mutual respect and the teachers role will be to encourage, support
and provide guidance to the learner so they are wiling to work hard
and take risks in their learning. To foster this support, effective
prompt feedback will be given to the learner to increase learning
outcomes.

Appendices

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Appendix 1. Display with childrens great work and inspirational

quote.
Appendix 2. Behaviours chart display options

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Appendix 3. Voice level colour and label chart

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Appendix 4. Three Warnings

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Reference List
Canter, L (1989). Assertive Discipline: More than Names on the
Board and Marbles in a Jar. Phi Delta Kappan, 71(1), 57.
Canter, L. & Canter, M. (1992). Assertive Discipline: A take charge
Approach for Todays Educators. (4th ed). California: Canter &
Associates.
Dreikurs, R. (1982). Mintaining Sanity in the classroom. (2nd ed). New
York: Harper & Row.
Hattie, J & Timperley, H. (2007). The Power of Feedback. Review of
Educational Research. Vol. 77, No. 1 (Mar., 2007), pp. 81-112
Lemov, Doug. (2010). Teach Like a Champion. Jossey-Bass.
Rogers, William. (2011). You Know The Fair Rule: strategies for
positive and effective behaviour management and discipline in
schools. (3rd ed). Camberwell: ACER Press.