Miss Weavers

th
6 Grade
Classroom
Management
Plan

Table of Contents
Part I: Classroom Organization .. Page 1
A. Physical Classroom Organization .. Page 1
Classroom Map .. Page 4

B. Operational Classroom Organization .. Page 5

Record Keeping .. Page 5
Displaying Student Work .. Page 6
Keeping the Classroom Orderly .. Page 6
Handling New Students .. Page 7

Part II: Disciplinary Policies and Professional Ethics

.. Page 8
A. Rules and Disciplinary Policies .. Page 8
Classroom Code of Conduct . Page 8
Failing to Follow the Code of Conduct . Page 9

B. Professional Ethics .. Page 11

Part III: Classroom Routines and Procedures ... Page 12
Classroom Expectations.. Page 12
References Page 17

Page 1

The three most important words to a teacher:

Preparation, Preparation, Preparation.
-Harry Wong
Part I: Classroom Organization:
A. Physical Classroom Organization
A classroom map can be found on the page immediately following the written section for
Part I: Classroom Organization.
The student desks are set up in pods to enable easy collaborative learning and
discussion. Three of the four desk pods have a fifth desk on the end of the four desk
table. These fifth desks will be reserved for students who struggle with organization
and keeping their space tidy, or students with mild behavioral disorders who need to be
slightly more isolated to allow them to focus. The two island desks will be reserved for
students with ADHD or any other learning difficulty that prevents them from doing their
best learning at a pod. The teacher will assign students to island desks, but students will
also have an option (sometimes prompted by the teacher) to make their desk an island.
The desks are all either facing the front of the room (where the whiteboard and projector
screen are located and some direct instruction will be given from), or they are
perpendicular to it. No student desk faces away from the front of the room.
In the front left corner of the room is a rolling cart, which will contain a laptop
computer that can have its screen streamed onto the projector (which is located on the
ceiling of the center of the room), an Elmo, and speakers for video sound. Located in the
same corner is an easel with a whiteboard. This easel can be used to display pictures or
used as a brainstorming tool by students.
The Classroom Code of Conduct: U3 poster will be posted on the front
whiteboard at all times.
In the front right corner of the room is a rocking chair seated in front of an area
rug. This area will be designated for read-aloud sessions, as well as for book reports and
other student sharing activities, and for class meetings. It is important for attention span
to not have middle level students sit in one spot (i.e. their desks) for too long. For this
reason, there is also a reading area in the back of the room, complete with comfy seats
and a classroom library.
Next to the area rug are two desks that are designated as the technology areas and
are equipped with computers, headphones, and CD players. The area will be used to type
assignments, use the Internet for projects, and as a listening station for students who
struggle with reading fluency and/or focusing. These students will listen to a recording
of a book as they follow along on their own copy.
Located next to the technology center is a sink/drinking fountain and counter
space. I will encourage students to bring water to class so they stay hydrated and will
allow them to refill at the sink and allow students without a water bottle to use the
drinking fountain. When students return from P.E. or some other physical activity, I will
enact a classroom procedure called the water snake. This procedure will begin with

Page 2
one student taking a drink at the fountain and when they are finished, tapping the person
next to them to take their turn if they wish, and so on and so forth until all students have
had an opportunity to get a drink. This will prevent congregating at the drinking
fountain.
As students enter the classroom, the first thing they will see is a small whiteboard
on the back or on top of a bookshelf, which will provide clear instructions for what they
are to do upon entry into the classroom. The board might say something like:
Good Morning! You can start class off right today by:
1. Placing your homework assignment in the turn-in box. (Dont forget to put your
name on it!)
2. Get out two sharpened pencils.
3. Get out your comprehension journal.
4. Begin to discuss the riddle on the board with the people sitting at your table.
Directly in front of the door is a reading nook complete with a classroom library
of choice books and beanbag chairs. The purpose of this space is to create a pleasant,
comfortable place to read that will positively affect students attitudes toward reading.
The reading corner also has a floor lamp, as do many other locations in the room to
provide an alternative, more relaxing environment to the harsh, florescent lights, which
can bother and distract some students.

The kidney table, located in the back corner of the room, will be used for small
group and individual interventions and meetings with the teacher. Behind the table is a
filing system that contains parent/teacher conference files and records for each student. I
will pull examples of each students work to put in their files as the quarter progresses to
show parents at conference time.
Next to the kidney table is a cupboard with school supplies and extra texts. This
cupboard will serve as a rental system for students who forget important class materials.
In order to rent an item, a student must first agree to a fee, which will be a simple
task such as putting all the chairs on top of the desks at the end of the day or cleaning off
the whiteboard.

Page 3
Finally, a shelving unit located in front of the window (but not blocking the
natural light) serves as mailboxes for each student, where they can pick up take-home
letters and other items to be sent home at the end of the week. On top of this shelf is a
basket where students will turn-in all of their graded assignments.
I will also place inspirational quotes and aesthetically pleasing reminders all
around the room to create a positive environment that encourages students to make
positive choices.

Floor Lamp

Bookshelf

Bookshelf

Bookshelf

Beanbag Chairs

Kidney Table &

Chairs For Small
Group Work W/
Teacher

Student Files

Door

Trash

Whiteboard with Beginning

of Class Instructions

Supply
Shelves/Rental
Center

B. Board

Storage

Page 4

Teacher Desk and

Chair w/ Computer,
Phone, and Electric
Pencil Sharpener

Sink/Drinking
fountain counter

Student Desk
Pods

Trash

Hand-in Box

Computer Centers for

listening activities and
computer work

Whiteboard and
Pull-down screen for
projector (located on
ceiling)

Rolling cart w/
Laptop, Elmo, and
Speakers

Easel

Bulletin Board

Rocking Chair

B. Board

Curriculum Storage

Area rug for read

aloud and class
meetings

Island Desk

Island Desk

Student Mailboxes

Window

Page 5

B. Operational Classroom Organization

Record Keeping:
I will keep records of scores and grades in an online program as well as in a grade
book so my records will be backed up with a hard copy. In my hard copy book, I will use
a new chart daily. Each student will have their own row of data, designated by their
name and their classroom number (determined by alphabetical order). The columns
following the class list will be designated as scores for graded work, with circles
designating assignments that are missing. There will also be designated columns for
indicating absences and tardy marks (recorded as an A or a T), for notes on
classroom behavior and participation. These notes will be used to inform
communications with parents.
When assignments are initially collected, they will be paper clipped together with
a scoring slip on top.
Assignment: ________________
Date:______________
Score out of:_____________
Student #
1

Completed:

Score:

2
3
4
5
6
7
8
9

10

11
12
13
14
15
16
17
18
19
20

Students will write their student number on each paper they turn in, along side their
name. This, along with the scoring slips will make it easy to take a quick inventory of
who is still missing an assignment. The scoring slip also allows an associate or other

Page 6
classroom helper to record scores without having access to the teachers grade book. All
scores will be eventually entered into a grade book, but scoring sheets allow for revisions
and quick scoring.
I will also keep a Conference File folder for each student in a filing cabinet.
Throughout the semester, I will select samples of each students work to put in their
folder to show their parents at conferences. At parent/teacher conferences, the work
samples will be sent home with parents, along with a current grade report.
These files will also contain print copies of every written parent correspondence,
as well as written notes on telephone and in-person conversations. A copy of any office
referrals and behavior charts/records for certain students will also be kept in these files.
These will be used for reference at conferences. Each item will have an additional copy
made that a parent could have if they wished.

Displaying Student Work:

One large bulletin board in the classroom will be designated for displaying
student work. Every other week, a new learning goal will be posted at the top of the
bulletin board, always beginning with the words We can. Throughout the week, each
student will select a sample of their work that demonstrates their understanding of the
learning goal. It will be explained to students that they should select work that they are
proud of.
Miss Weaver will periodically remind students to select work to display and will
suggest assignments to students that they could contribute to the display. Miss Weaver
can also select a students work for them if she thinks it is excellent and should be
displayed.
Keeping the Classroom Orderly:
The classroom will remain orderly by having a specific place for everything.
Books in the classroom library will be organized in baskets according to genre.
Completed work will go in a basket labeled Completed Work and late completed work

Page 7
will go in a separate basket labeled Late Work. There will also be a To Do file box
with a folder for each student in which graded assignments that require revisions and
assignments that a student missed due to an absence can be found. Students will know
where they are to turn in their work, and will check their To Do file every day upon
entering the classroom. Upon leaving the classroom, students will gather any mail they
have to take home from their individual mail slots.
The teachers workspace will be kept clear and orderly by having a specific place
for personal items and classroom materials. The teachers desk will include three
baskets: one for assignments that are in the process of being graded, one for scoring slips
with grades that need to be entered into the grade book, and one for work that needs to be
handed back. Students will be expected to keep their desks clear, other than the materials
they are currently using.
The daily schedule will be posted on the board so everyone can see and refer to it,
and so the class is kept on task and on schedule.
Curriculum materials will be filed in cabinets according to subject and the order
in which they will be used. Extra assignment sheets will be kept on hand just in case.
Unit based classroom dcor will be filed in a cabinet, also categorized according to
subject and chronological order of their use.
The last 3 minutes of every class period will be devoted to housekeeping,
during which students will turn in materials and assignments, tidy their personal area and
the area surrounding their workspace, and gather their take-home materials from their
mail slots.
Handling New Students:
As previously stated, extra materials will be kept on hand, just in case. The
event of a new student would be one of these cases. If possible, at least one extra desk
and seat will always be available in case of the arrival of a new student. The teacher will
also keep an extra copy of the classroom Code of Conduct and disciplinary policies (see
next section) to give to new students upon arrival, as well as a copy for the students
parents. A responsible, caring student will be assigned as a buddy for each new
student, helping them catch up on classroom work and navigating the school, recess, and
lunch for a week, or until the student has become sufficiently acclimated.

Page 8

Part II: Disciplinary Policies and Professional Ethics

A. Rules and Disciplinary Policies

Classroom Code of Conduct:
1. Uphold your fellows.
2. Uphold your environment.
3. Uphold the learning process.
This code of conduct is the basic set of classroom rules from which I will base
my entire classroom management plan. It is a variation upon the U3 rules I learned as
an education intern at the Des Moines Playhouse. The only change is the final rule is no
longer uphold the story.
I will lead the students in a class discussion of these three classroom expectations
on the first day of class and will review them frequently during the first 2-3 weeks of
class. During the initial discussion, I will ask the students to tell me the meaning of the
word uphold and explain that it is very much like the word respect, which they are
very accustomed to hearing in a classroom. The reason I choose to use the word
uphold instead of respect is because students have been bombarded with the use of
the word respect to the point where it has begun to go in one ear and out the other ear.
I will ask students to come up with examples of what each of the three rules might look
like in their classroom. For example, Uphold your fellows might look like students
speaking kind words of encouragement or helping each other. It also would look like
listening when the teacher is talking and complying when an adult asks you to do
something. Uphold your environment might look like students putting things away
when they are done with them or students not damaging property, be it their own, their
peers or the schools property. It would also look like students taking initiative to tidy
up messes and pick up litter that is not their own. Uphold the learning process would

Page 9
include the expectations that students come to class on time with all of their materials,
that they turn their work in on time, they are always on task, and that they practice
academic honesty. I feel that pretty much any common place school rule could fit into
one of the U3 categories and that by holding students responsible for upholding their
fellow human beings, their environment, and their own learning, the more specific
rules of a school will fall into place.
Students will create a Classroom Code of Conduct: U3 poster that has the three
expectations in large print, and underlying rules, written by the students, surrounding
their corresponding expectation. This poster will be laminated and posted prominently at
the front of the room.

U3
Classroom Code of Conduct
Uphold Your Fellows


Uphold Your Environment


Uphold the Learning Process

Failing to Follow the Code of Conduct:

If students engage in behavior that does not follow the U3 code of conduct, they
will be reminded of the specific expectation that they are not following with the question:
Student Name by choosing to action are you upholding your
fellows/environment/learning process? The student will then be asked what a better
choice would be.
If the student is unable to state and perform a better choice, or they are noncompliant, the teacher will offer choices (e.g. You can either work on your assignment
now, or you can stay in from recess to complete it. Or You can speak kindly to Sally
and include her in your game, or you can choose to take a break on the bench by yourself
until you are ready to uphold all of your fellows.)
If a student breaks a rule at recess or in another class where the classroom teacher
is not present, the student will write a letter to whomever their actions affected, citing
what they did wrong, how they will correct their behavior in the future, and apologizing
for their poor choice.
The following are some of the natural consequences for classroom misbehavior:
Running in the hall/classroom The student will go back to where they were and
practice walking to their destination.

Page 10

Unexcused Tardiness The student will be given one warning for the first
unexcused tardy and for the following infractions, they will be required to make
up the minutes they miss by missing an equal amount of minutes from recess or
another preferred activity.
Student conflict on the playground The students involved in the conflict will
meet with the teacher outside of class time to discuss the problem and come up
with a solution.
Student inattentiveness A students desk may be moved to become an island
so they may focus better during class.
Lack of effort The student will be asked to meet with the teacher to discuss their
lack of effort and what is causing it. The teacher will help the student create
personal goals to work toward.
Not completing work The student will be asked to stay in during recess or
another preferred activity to complete the work. If homework is repeatedly
incomplete, the students parent or guardian will be notified and will be required
to sign a homework list in the students agenda every night.
Failing to bring necessary materials to class Students will be allowed to rent
supplies from Miss Weavers Rental Shop. I will keep extra books, paper, and
writing utensils in this cupboard. Students will be responsible for paying the
fee for renting these materials by completing tasks for the teacher such as
cleaning the whiteboard before going out to recess, dusting the bookshelves,
reorganizing/alphabetizing books, or another task determined by the teacher.
Cheating The teacher will call a student/parent/teacher conference to discuss the
weight of future consequences for cheating and dishonesty in general. The
students will re-do the assignment or assessment they cheated on. If the student
cheats a second time, they will be referred to the office.
Bringing unnecessary and/or unsanctioned items to class (including but not
limited to cell phones, tablets, toys, and non-educational magazines) Following
the first offense, the item will be confiscated and returned to the student at the end
of class. Following the second offense, the item will be confiscated and a parent
will be contacted regarding the incident. On the third offense, the item will be
confiscated and not returned until a parent comes to retrieve it. Any weapon will
be immediately confiscated, parents will be notified, the student carrying the
weapon will immediately be referred to the office and school officials will
determine disciplinary action and whether or not the police are to be
contacted regarding the incident.

If any misbehavior is a reoccurring problem, a students parents/guardians will be

contacted by email, telephone, and/or mailed letter.
If a repeated behavior becomes a serious disruption of the learning process for the rest of
the class, the student will be referred to the office for discipline.
PHYSICAL VIOLENCE OF ANY KIND WILL NOT BE TOLERATED. IN THE
CASE OF PHYSICAL VIOLENCE, A STUDENTS PARENTS/GUARDIANS
WILL BE CONTACTED AND THE STUDENT WILL BE IMMEDIATELY
REFERRED TO THE OFFICE FOR DISCIPLINARY ACTION.

Page 11

B. Professional Ethics

The kids who are the most difficult to love are the
ones who need it the most.
-Sue Jones
As a professional educator and a compassionate human being, I,
Taylor Anne Weaver, promise the following:

I will treat each of my students fairly and equally, with consideration for different
abilities, needs, and personal attributes.
I will do my very best to facilitate optimal learning and improvement in all of my
students.
I will treat my students with compassion and understanding.
I will discipline consistently and fairly, according to school rules and my
classroom code of conduct.
I will NOT EVER mock or belittle a student for their failures or choices.
I will not engage in gossip about any student, parent, or staff member with any
other student, parent, or staff member.
If I have a disagreement with a colleague or an administrator, I will handle it in a
prompt, calm, respectful, and professional manner. I will speak directly to the
person involved and not discuss the issue with an uninvolved party.
I will be consistent in my communication with parents/guardians and work to
include them in their students learning process.
I will NEVER give up on helping any of my students learn and grow, just as I
expect them to never give up on themselves.

Page 12

Part III: Classroom Routines and Procedures

The number one problem in the classroom is not
discipline: it is the lack of procedures and routines.
-Harry Wong
Classroom Expectations:
Students will demonstrate by responsibility by bringing all of their
materials to class, turning in work on time, and by working diligently
during class time.
Students will practice academic honesty and do their own work.
Students will ask for help when they need it.
Students will be responsible for keeping the room tidy.
Students will make up any work they miss.
Students will accept responsibility for grades and other consequences.
Students will stop everything they are doing, look, and listen when the
teacher is giving instructions.
Students will adhere to the U3 Classroom Conduct Code at ALL
times.
Homework: Each student will copy down their homework assignment(s) in his/her
agenda book every day before leaving class. The list of work that is due the following
day (or has an upcoming due date) will be posted on the whiteboard, in the same place,
daily. If a student repeatedly fails to complete their work, they will be required to have a
parent/guardian sign their agenda book every night.

Handing in Papers/Assignments: Students will turn their work in by placing it in

the basket labeled Completed Work. Assignments that are made up from absences are
also placed in this basket. Students will hand in assignments that are past their due date
by placing them in the adjacent basket labeled Late Work.

Handing Back Papers/Assignments: Students will check their To Do file on a

daily basis. In these files, students will find assignments that require revisions and makeup work from absences. Looking in the files in the To Do box will be a part of the
daily routine as students enter the classroom, posted on the whiteboard easel directly
inside the classroom entrance. Papers that are to be taken home will be collected, by each
student, from their individual Mailbox at the end of class each day. The teacher will
hand assignments back, during class time, which will be kept at school for future use.
With these three routines, students should not have to wonder what they should do with
graded assignments.

Page 13

Free Time: When students have completed all of their work for the day, they will NOT
ask the teacher what they are supposed to do. Instead, students will know to look at a list
of options, entitled Im done! Now what? Options on the list will include: Double
Check your To Do folder, Check Your Mailbox, Read a Book, Write a Story, Do a Free
Write, Write a Journal Entry, Organize Your Desk, Read a Newspaper, Work Ahead on a
Project, and Study for a Test. Students should never have nothing to work on.

Fun Friday: On Friday, a designated portion of class (15 to 45 minutes) will be

designated as a time for approved preferred activities. Students who have completed and
turned in all of their homework and assignments for the week may choose from a list of
educational activities to participate in which might include: reading independently,
reading with a partner, writing, creating a play, working on approved tablet or computer
programs, listening to an audio book, or playing an educational classroom game.
Students who have not completed all of their work will meet with the teacher and work to
catch up at the kidney table in the back of the room. This choice time is a privilege and
can be shortened or taken away as a consequence of wasting valuable class time during
the week. If minutes are lost or gained during the week, the teacher will record them in a
corner of the whiteboard labeled Fun Friday.

Restroom Policy: Students do not need to ask to use the restroom but they must use
the classroom procedure for doing so or they will have to ask permission in the future.
No student is to leave the classroom for the restroom while the teacher is giving
instructions or during a test. Only one student of each gender may leave to go to the
restroom at a time. There will be a magnetic chart, posted near the door, which reflects
where each student is at any given time by moving a magnet with a students name or
number on it. When a student goes to the restroom, they must place their magnet with
their name or student number on the portion of the chart labeled Restroom, and when
they return they will move their magnet back to the portion labeled In Class.

Page 14
Students are expected to use the restroom before class and at lunch and recess breaks.
This chart is only to be used sparingly. If a student is found wandering in the hall or
doing something other than going straight to the restroom and coming straight back, they
will lose the privilege of using the restroom during class time. The magnetic chart (seen
in picture above) is also to be used to indicate when a student has gone to the nurse,
library, office, or other place outside of the classroom. Trips other than those to the
restroom require permission from the teacher. The purpose of the chart is to show where
each student in the class is at all times in case of an emergency.

Drink Policy: Students are encouraged to bring a water bottle to class to limit
interruptions. If a child forgets their water bottle in their locker, they may retrieve it
during lunch or another break, not during class time. There may only be one student at
the drinking fountain in the classroom at a time. Students will learn the Water Snake
procedure to be used after recesses and other physical activities. In this procedure, each
student has an opportunity choose to get a drink, after which they will tap the person
sitting next to them for their turn. Students will rehearse this procedure so they know
exactly who to tap and so it will not interrupt class time.

Classroom Helpers: Each student is responsible for keeping the classroom tidy and
running smoothly by following the schedule, staying on task, and putting away any
supplies they use. There are four extra classroom jobs that will rotate weekly through the
class list so that each student has an opportunity to perform each job. These classroom
jobs are: Attendance and Lunch-Count Monitor (will ensure that every student has signed
in and selected a hot lunch choice or indicated that they have a cold lunch), Runner (will
run necessary errands to the office and other classrooms), Supply Monitor (will help pass
out, collect, and put away classroom sets of supplies, such as textbooks), and Classroom
Greeter (will greet every guest when they enter the classroom, explain what they are
doing, and what their learning goal is for the week). In the event that a classroom helper
is absent, the student who is scheduled to do their job for the next week will take over for
the day.

Attendance and Lunch Count: Each student will sign themselves in on a class
seating chart upon entering the classroom each day. Students will then select a hot lunch
choice, or cold lunch, by checking the appropriate column next to their name on a lunch
count form. Both of these items will be located on clipboards found right inside the door.
After the bell rings, the Attendance and Lunch-Count Monitor will check to make sure
both forms have been filled out by every student, will list the names of students who are
absent, and turn the list in to the teacher.

Page 15

Specials: Students will travel to and from specials in a single file line. They will have
their hands at their sides, in their pockets, or behind their backs and will not make
physical contact with any other student. Students will walk quietly, with their voices off
in the hallways. Prior to leaving the room, students will be given instructions for what to
do upon returning after specials. A reminder will be written on the board when they
return and students will be expected to get straight to work.

Field Trips: Permission slips for any field trips will be sent home with students, to be
signed by parents/guardians, at least one week in advance. If a student has not returned
their permission slip by one day prior to the field trip, the teacher will call the students
parent/guardian as a reminder that the student will not be able to go on the field trip if
they have not returned a signed permission slip. In the event a student does not return
his/her permission slip by the day of the field trip, they will be required to sit quietly in
the office and complete an alternate assignment.
Students will be expected to adhere to the U3 Classroom Conduct Code at all
times while on a field trip. They will act as ambassadors of their school and their
community. Students will say thank you to the bus driver when exiting the bus. Upon
returning from each field trip, students will write a comment and sign their name on a
thank you card to be sent to the location of the field trip.

Parent Communication: Parents will be kept informed of classroom activities and

student progress through a classroom blog, personal emails, and a monthly newsletter.
The classroom blog will be updated at least once a week with pictures and information
about class activities. Parents will be able to comment on the blog but any serious
questions should be directed in person, on a telephone call, or via email. Emails and
voicemails will be responded to in a timely manner and notes will be kept on all
parent/teacher correspondence. The fastest and recommended method of contacting Miss
Weaver is by email.
A newsletter will be sent home with students each month. The newsletter will
inform parents of upcoming units, learning goals, projects, tests, and field trips. It will
also highlight any important school news such as book fairs, parent nights, concerts, and
fundraisers.

Page 16

Meeting the Needs of All Learners: Students will be placed in flexible learning
groups within the class. Learning groups vary between topics based on interest, ability,
and performance. These groups are subject to change throughout the year. Students who
require extra services (Talented and Gifted, ELL, or Special Education) will also be
pulled from class to work with specialists. The classroom teacher will contact parents of
students who are not currently receiving additional services, but may require them, and
those students will be referred to the specialist in whatever service area the student may
require.
Miss Weaver will conference with each individual student bi-weekly to discuss
learning goals and assess student progress. These conferences will inform classroom
grouping and lesson planning.

Everybody is a genius. But if you judge a fish by

its ability to climb a tree, it will live its whole life
believing that it is stupid.
-Albert Einstein

Education is the most

powerful weapon we can
use to change the world.
-Nelson Mandela

Page 17

References
Mackenzie, R. J., & Stanzione, L. (2010). The first days
of school: How to be an effective teacher. (3rd ed.). New
York, NY: Random House, Inc.
Rogers, K. B. (2006). A menu of options for grouping
gifted students. Prufrock Press.
Wong, H. K., & Wong, R. T. (2009). The first days of
school: How to be an effective teacher. Mountain View, CA:
Harry K. Wong Publications, Inc.
Sue Jones Expert Teacher, Ames Community School
District
http://learni.st/users/christine.mccabewaverla/boards/18043creative-classroom-ideas
https://www.learnboost.com/blog/5-quotes-you-need-inyour-classroom/
http://www.scholastic.com/teachers/topteaching/2013/11/setting-middle-school-classroom-library