Classroom Management Plan Steven Greene 1

Classroom Management Plan

Steven Greene
Drake University
General Methods to Teach Secondary School EDUC 232
Professor Todd Hodgkinson, Ph.D.
November 21, 2013








Classroom Management Plan Steven Greene 2
Summary
Classroom management is more than just giving out punishments. This management plan
will look at 6 areas that I feel need to be included in a classroom management plan to be a
successful teacher. The 6 parts are management style, classroom culture, classroom rules,
classroom layout, monitoring the classroom, and dealing with parents. For all of these areas I
will also have an artifact that will support my feelings on how I plan to address each area in my
own classroom.
Management Style and Philosophical Beliefs
The Quote below this section relates to my beliefs concerning my philosophy for
effective classroom management. Classroom management contains four essential parts to be
effective. Those parts are broken down in a pie chart as building a positive classroom
environment 40%, establishing routines 25%, monitoring student behavior 25%, and
administering consequences 10% (Boynton & Boyton, 2005). Due to the fact that building a
positive classroom environment, establishing routines, and monitoring student behavior are 90%
of the pie of classroom management my philosophy follows that example.
My philosophy revolves around making every student feel safe in the classroom. By
being a part of the classroom and using effective research based teaching practices will take care
of establishing routines and monitoring student behavior. By treating the students with dignity
and showing them that I care will establish a positive classroom environment Curwin, Mendler,
& Mendler, 2008). As the quote explains I am the heart of the classroom and every decision I
make to a situation can change a students life. It is my hope to make the decision based on what
that student needs to help them improve and become the adult they are meant to be.
12/2/13 Quote-Ginott.gif (1056816)
blog.maketaketeach.com/wp-content/uploads/2013/01/Quote-Ginott.gif 1/1
Classroom Management Plan Steven Greene 3
Establishing Positive Classroom Culture
To establish a positive classroom culture this process must start the first day of school
and be then built upon throughout the school year. That first day I plan to greet all of my students
with a smile at the door and have them fill out an interest survey similar to the one located below
this section. From this interest survey I will begin to learn and build individual relationships with
each of my students. This Interest Survey will not only let me know what interests them
outside of school but also will allow me to adapt my curriculum to their strengths. Having group
class building exercises throughout the year will also help foster a sense of community in my
classroom. By being an active listener it will help all of my students to feel comfortable talking
with me about any concerns about my classroom as well as any problems they may be having
outside of my classroom. I have experienced much in life and if I cannot directly help them with
a situation I want them to know I am a resource to get them to someone that can help.
My students will also know what is expected in my classroom and that they will be
treated with respect. I will establish high expectations for each student based on their abilities. I
will dress and be professional at all times. The values of what being a professional entails are
important and I hope to establish the same values in my students at least as far as all
communication in my classroom is concerned (Wong & Wong, 2005). Above all though my
students will see through all aspects of the classroom that I care about them and want them to
succeed.



Student Interest Survey


1. The three things that I do best in school are:
1._________________________
2._________________________
3._________________________

2. Some of the things that I would like to work on this
year are
_______________________________________
_______________________________________
_______________________________________
______


3. I would like to learn more about_________________
________________________________________________________________________
________________________________________________________________________


4. Outside of school, my favorite activity is________________________
_______________________________________________________________________


5. My hobbies are___________________________________________
_______________________________________________________________________


6. The clubs, organizations or private lessons that I participate in are ____
_______________________________________________________________________
_______________________________________________________________________


7. My favorite sport is _______________________________________


8. The sports that I play in and out of school are____________________
________________________________________________________

9. My three favorite books are:
1.____________________
2.____________________
3.____________________

10. One of my favorite authors is __________
because______________________________

11. If I could choose between watching television,
playing video games or using the computer, I would
pick__________________because______________________________
___________________________________________

12. I enjoy these types of reading: (circle those that apply)
Story Books Craft/Games/Puzzles
Fiction Fairy Tales
Non-Fiction Geography
Comics Sports

13. The person that I consider to be a hero is _____________________
because________________________________________________
______________________________________________________

14. I have traveled to _______________________________________
If I could pick a place to travel to, I would choose___________________
________________________________________________________

15. Some of the chores and responsibilities that I have at home are _____
_______________________________________________________________________

16. Three of my friends are: __________________________________
____________________________When I am with my friends we like to
________________________________________________________

17. Something about me that Id like to share with you
is_______________________________________________________
_________________________________________________________
Classroom Management Plan Steven Greene 4
Establishing Classroom Rules and Procedures
As a Special Education teacher in the High School my rules and procedures will be very
much based on the needs of each student. The Values listed below are my plans for what every
student will adhere to and build off of in my classroom. On the first day of school I will talk
about these values with the students and have them think of some rules that could be made from
these values like not touching someone in an unwanted way or giving everyone a chance to
speak their opinion without interruption are a couple rules they may give as examples. In the
syllabus I will go over late work and food and drink. I will only give homework if it is important
and not for busy work. For this reason late work will not be accepted after 3 days and will be
docked 10 % per day it is late. I will get all of the assignments back to the students quickly and I
want my students to show the same respect when it comes to turning in their homework when it
is assigned. Integrity is an important value to myself and my students will understand that when
it comes to academic honesty for their own work. I do not mind food and drink in the classroom
as long as the drink has a lid and the food is not distracting to the learning environment. If this
begins to become a distraction or messes begin to happen the students will know this is a
privilege and may be taken away. With my students their individual situations will determine
student absences, tardiness, and leaving the classroom. For example some students may have to
take medicine daily or have a long way to come to get to my classroom. For that reason with
these three situations I will workout with each student a plan that allows them to still get the
instruction they need as well as meet their individual needs.
From the first day of school routines will be established in my room that will be used
throughout the school year. When they come into class the plan of the day including the learning
objectives will be on the board. The students will have jobs that are their responsibility during a
Classroom Management Plan Steven Greene 5
transition times. These jobs will be changed weekly throughout the school year so that all of the
students have an opportunity to help. Any spare time in my classroom will be used as free time
where students can work on something interesting that correlates with their Individual Education
Goals. All of my students will have IEPs that I will constantly be tracking and monitoring their
student learning with. This constant monitoring will ensure that all of my instruction is being
taught using the most effective teaching practice for each individual student.


Values for This Classroom
I have the right to be happy, and to be treated with kindness in this room.
I have the right to be myself in this room.
I have the right to feel safe in this room.
I have the right to hear and be heard in this room.
I have the right to learn about myself in this room.
(Curwin, Mendler, & Mendler, 2008)




Classroom Management Plan Steven Greene 6
Classroom Layout
The Classroom Layout below would be my dream classroom as a Special Education
teacher if I had a choice of how it would be setup. That is because not only does it correlate with
effective teaching methods that I want to use but also works well for many issues a student with
a disability may have. As you can see I have a bathroom, cool down area, and sink right in the
classroom. I also have a washer, dryer, fridge, and stove for any life skills type lessons that I can
incorporate for them to live a more fulfilling life. I would always have my classroom setup this
way because it allows me to do everything I would want to do in my room without having to go
to any other classroom. As you can see my desk will be on the side of the classroom because I do
not plan to ever be there except when I am not teaching and I can still see the entire room from
that location. I have student tables to have center-based learning. I do have a few desks but I do
not plan for the students to sit there except for possibly attendance and test taking times. When I
am teaching in front of the class I would want my students at the kidney table in front so that
they can easily ask questions and be a part of the lesson. I also have an area in the back for the
students to utilize for homework time, checkout out books to read for enjoyment, and to use for
breaks that are earned that is a more comfortable atmosphere. This entire layout supports my
belief of classroom management. I plan to constantly be moving around the room and allowing
the students to be active participants in the instruction. By having students be involved,
interested, and working will help eliminate a lot of classroom problems that poor instruction can
cause. The layout also focuses a lot on working with groups of students and very personalized
instruction. This type of teaching encourages good relationships to be built between the students
and myself that directly supports the most important part of classroom management.

Classroom Management Plan Steven Greene 7
Monitoring the Classroom and Responding to Student Misbehavior
During my classes I will constantly be moving around the classroom and employing a 6
th

sense to constantly be aware of everything going on. By measuring the mood of the students at
all times I can predict possible disruptions and change plans as needed to prevent problems.
Keeping the students actively engaged and on task will help prevent many of the problems that
can occur. Being actively involved with the class will allow me to successfully monitor the
students.
Problems will still arise though even after the prior four areas covered have been
achieved. To respond to student misbehavior I will use the Response to Disruptions Hierarchy
located below. This chart will be followed based on the problems that are arising in the
classroom. For example if someone is talking when they are not supposed to using a nonverbal
intervention like moving closer to the student should stop the problem. Verbal interventions in a
calm but authoritative voice may be necessary to bring the classroom back on track to continue
on the next part of a lesson. A stern commanding voice may be needed to stop more serious
behavior like an argument or a possible situation that may result in injury. Consequences will be
employed based on the incident, why it occurred, and each individual student. The consequence
will also fit the severity of the situation and will be used as a learning tool to help the student
improve. The most important values for my classroom concern the student feeling safe and
respected (Curwin, Mendler, & Mendler, 2008). No student can learn in an environment when
they are bullied, disrespected, or feel they may be hurt. Some behaviors that will not be tolerated
in my classroom are any methods of disrespect, bullying, threats, and acts of violence. Any act of
violence I will immediately have the student removed from my classroom and sent to the office
to receive their punishment. Any other situation that deems a consequence I will talk to the
Classroom Management Plan Steven Greene 8
student or students after class privately to better understand the situation. I will also involve them
in the process of deciding a fitting consequence for their behavior. It is important for my students
to understand that their actions have consequences and that they take ownership for their actions.
I want an environment that follows my values listed earlier and consequences will occur when
these values are not being met.













Classroom Management Plan Steven Greene 9
Parents as Partners
Parents are an important part of my classroom as a Special Education teacher at the High
School level. During IEP meetings I will be working with parents to make educational goals,
living goals, and working goals. This relationship with parents will ensure that I am doing
everything that I can to help the student reach their goals for the rest of their lives. Parents also
may have the answer that I need to reach their child in the classroom or possibly the answer to
help prevent a behavior issue. For myself parents are an invaluable resource to my classroom
management plan and I hope to build a very positive individual relationship with all parents to
improve my instruction of their children in my class.
There are many ways that I hope to involve parents with my classroom. The Brochure
located below is one way that I hope to get parents involved in the classroom. This brochure
gives an overview of what I do in my classroom as well as areas that the parents need to begin
considering now that their child is 14 for the IEP meetings. Newsletters will also go out monthly
to keep the parents updated on what types of activities we will be working on in the classroom so
that they can help the students more at home. In IEP meetings and parent-teacher conferences I
hope to talk not only about areas of concern but also to highlight the strengths of their student.
Although I feel it is important to look at areas that need improvement I really want to highlight
what has been improved for the student during these meetings. Other than the newsletters and
other helpful brochures I may send home I will only contact parents for major issues like a
behavior problem. Parents may have the information that I am lacking in the classroom for a
change in behavior or how to possibly prevent the problem all together.
Classroom Management Plan Steven Greene 10
Parents may not always be perfect and I will treat every situation as needed. Parents that
are overly involved I will work with as much as possible as long as it does not begin to have
negative impact on my classroom or the student. If that does occur I will talk to the parents about
this and show them my reasons for possibly needing to change their involvement. A parent that
is not interested in the student may also occur. For these parents I will continue to send them
information, highlight their strengths, and talk to them personally about different things that we
could possibly due that they may want to be involved in. It may just be that they do not know
how they can help and need a more personal approach. If they are unreachable I will continue to
work with the student as best as I can to my ability and hope the parent may change in the future.





















Summary
Reference List
High
School
Grades
9-12
Assessments are an amazing tool that
will allow us to help ensure that your
student gets the help the need and
deserve. Through the use of
Assessments we can modify
instruction, get appropriate resources,
and ensure your student can reach
that goals are set that.

Soon you student will be leaving
High School but we will not have
them leave without properly
preparing your student first. We will
develop goals that will allow your
student to meet their living, working,
and learning dreams.

With you and your students help we
will work in unison to have a
successful transition from High
School.
AEA. (2013). Area Education Agency
Special Education Procedures.
Retrieved on September 10, 2013
http://www.iowaideainfo.org/vimages/
shared/vnews/stories/4a8b1534597fd/
Special%20Education%20Procedures
%20Manual%20January%2015%2020
13%20final.pdf.
Iowa Department of Education.
(2013). Reevaluations. Retrieved on
September 10, 2013
http://educateiowa.gov/index.php?opti
on=com_content&task=view&id=159
3&Itemid=2372.
Iowa Department of Education.
(2013). Secondary Transitions.
Retrieved on September 10, 2013
http://educateiowa.gov/index.php?opti
on=com_content&task=view&id=159
9&Itemid=2378.
Special Education
Assessment
Processes for
Children with
Disabilities
! "
Created by Steven Greene
Part of the Special
Education Team
322 NE Trilein Dr,
Ankeny, IA 50021
Steven.Greene@drake.edu


Q&A
What does Special Education mean for You?
There are seven main parts that are generally
included in the purposes of assessment.
1. Screening: Activities like testing to narrow down
specific problem areas
2. Progress Monitoring: Data collection in
academics and behavior compared to grade level
progress
3. Instructional Planning: Possibly may need 1 on 1
help or instruction using many forms of
presentation
4. Resource Allocation: This could include books
with large print or another needed resource
5. Eligibility for Services: To determine what
Federal Programs the student may be eligible for
6. Program Evaluation: To ensure the program they
are currently in is where they need to be. May
also set higher or lower goals depending on data
collected.
7. Accountability Decisions: Will let you know who
is responsible for monitoring each of the goals on
the IEP
Why is my son required to
attend the Individual
Education Plan Meetings now
that student is 14?
Iowa law requires that they be
there and also we will be
discussing their goals for
transition and they need to be
there to know that we are
working to help them meet their
goals.
Who will be present at the
Individual Education Plan
Meeting?
The parents of the child, the
child after the age of 14, one
general education teacher, one
special education teacher, an
LEA, one individual that will
Soon your student will be leaving High
School and for that reason we will be looking at how
to have a successful transition with everyone
involved. Below is a list of areas that you and your
child need to begin considering to discuss during the
Individual Education Plan meeting. I have provided
some examples of what to consider but feel free to
bring your own ideas to the meeting.

1. Living: Will the student live with a roommate,
live on his or her own, or will stay at home.
2. Working: Full-time, Part-time, and what kinds
of jobs.
3. Learning: pursuing College, a trade school, or a
different type of program to gather necessary
job skills.

The goals made at these Individual Education
Plan meetings will be made to support your students
plan for after High School. We will also look at what
services that we need to transition once the student
turns 18.
Classroom Management Plan Steven Greene 11
Conclusion
No management plan is ever perfect and this one will need revised depending on the
students that I have each year. These six areas will always be included in my management plan
due to the fact that they very clearly cover the four areas of classroom management. Building a
positive relationship with my students and showing them that I care about each one of them is
the most important factor to me. That part of my management plan will never change but the way
that I do that will be tailored to the individual student. I am looking forward to my own
classroom one day even if it is not like the classroom I designed. I will make it work in
accordance with my beliefs and philosophy of teaching that all students are individuals and
deserve to be treated with respect.









Classroom Management Plan Steven Greene 12
References
Bit Social Media. (2013). Quote-Ginott. Retrieved from
http://blog.maketaketeach.com/2013/01/page/2/.
Boynton & Boyton (2005). The Educators guide to preventing and solving discipline problems.
Alexandria, VA: Association for Supervision and Curriculum Development.
Curwin, R., Mendler, A., & Mendler, B. (2008). Discipline with Dignity. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tangient, LLC. (2013). Student interest survey. Retrieved from
https://daretodifferentiate.wikispaces.com/file/view/Elementary+Interest+Survey+2.doc.
Wong, H. & Wong, R. (2005). The first days of School. Mountain View, CA: Harry K. Wong
Publications, Inc.