Classroom Management Plan

Strategies

Preventive

LM Students
Name

Ethan Mann

CQU Student
Number

Host Class Level

1B

Learning Site

North Arm State School

Appropriate Pan Devised

Revisiting & revising plan

Clear expectations What

Sports Club worked for a
Im looking for, and what
short while, but became
the learner should be
difficult to manage and
doing. Using parallel
deliver each day. Could
acknowledgement for
make it a weekly
students on task and for
occurrence.
students who are often off
task when they are
ClassDojo works very well
displaying signs of good
for the likes of Cooper,
learning.
Lewis and Joel (Need
Revisiting school policy on extra selling for Oscar and
what a student should be
Charlie)
(safe, respectful and a
learner).
Using points straight away
Giving clear and concise
during the day for students
instructions and making
displaying positive
students wait and hear
behaviours and attitudes
them out before beginning. carpet manners, etc.
Using ClassDojo as a
preventative tool and
dealing out points to
students while displaying
positive behaviours.

Satisfactory
implementation of plan

Review/Comments
(End of EPL experience)

Strategies

Supportive

Appropriate Pan Devised

Revisiting & revising plan

Descriptive
encouragement for
students who are on ask
(acknowledging through
positive points on Dojo)
Encouraging students to
strive hard to get over the
75% Report in order to be
in the running for a prize
on Fridays.
Encouraging the class to
strive for excellent
percentages at the end of
the week (whole class
report).
Body language
encouragement Using
body language (close
proximity) hand gestures
and signals to
acknowledge and
encourage students.

Being clear with students

when doing the wrong
thing, then rewarding them
with Dojo points when they
alter their behaviour and
adapt.
Using body language
(clapping, hand
countdowns, etc. to cue
students and encourage
students)
Communicating behaviour
problems, patterns and
trends with parents in the
supportive stage, with
warnings, etc.
Adding different point
types on Dojo when they
become relevant carpet
manners, disrespectful,
etc.

Satisfactory
implementation of plan

Review/Comments
(End of EPL experience)

Strategies

Corrective

Appropriate Pan Devised

Selective attending to
students who are off task
during explicit teaching
(ignoring learner until it
becomes a major
distraction for class).
Redirecting learner
through movement of
location or position in the
room or away from friends.
Giving clear choices for
learning.
Using the unfinished work
negative point on Dojo in
order for behaviour
disruptions to be detailed
and following through
keeping students in at
lunch to finish their work,
etc.

Revisiting & revising plan

Satisfactory
implementation of plan

Review/Comments
(End of EPL experience)

Blue Room behaviour

program for students in
playtime and at lunches
doing bad behaviour
(hands on others, etc.) to
be sat with Mrs. Beasley
at lunches.
Using Dojo to
communicate with parents
and carers of the
behaviour being shown
(through points and direct
messaging)

LM Student signature: ____________________________________

Date:

Mentor Teacher signature: ________________________________

Date:

Lead Learning Manager signature: _________________________

Date: