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Classroom Management Plan

EDF 310
30 November 2015
Carly Szczytko

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Personal Statement/Philosophy:
My classroom philosophy is built upon the workings of many influential educators by
intertwining various beliefs and models to create a classroom full of respect, structure, love, and
happiness. The models which inspire me are Canters Assertive Discipline, and, Fays Love and
Logic, as well as, Harry Wongs effective teaching strategies, and the power of happiness by
Toshiro Kanamori. The model which will be most prevalent in my classroom is Fays Love and
Logic which exemplifies the importance of establishing a relationship between the teacher and
the student in a positive manner. The core of the model is the idea that students will be able to
acquire responsible behavior through the tools, love, and logic. In this model, students are given
control and made responsible for their behavior and the discipline (if needed) that follows.
More than anything, I want the students I teach to learn and grow from their mistakes,
however, I can not make their mistakes for them. Fays model allows mistakes to be made by
students. Love and Logic is a gateway for ownership and responsibility to flourish with the help,
and love, of an empathetic support system. This model fits my inclination of school as a safe
haven for students, where learning can happen without fear and where love and happiness
fosters.
While teacher assisting at Sparta Middle School, portions of Love and Logic have been
applied and practiced in various settings. Several classroom management techniques by Fay were
used daily, including: walking toward the student; stand close to the student; eye contact with a
shake of the head indicating no; a gentle hand on the shoulder of the student; change the
students location. When these non-verbal techniques were applied students responded
appropriately and respectfully.

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Classroom Rules and Procedures

Classroom Rules:
Classroom rules will be determined in the beginning of each school year by the students.
Depending on age level and grade level of students, the manner in which the rules are
determined may vary. No matter the level, students (with the help of the teacher) will create a
social contract. As long as the teacher and students agree, the social contract does not have a
limit or a cap. This contract will be hung up in the classroom for all to see daily. Students will be
expected to sign the contract that hangs in the room, as well as, have a parent/guardian sign a
copy of the contract which will be sent home and given to the students to keep.
Classroom Procedures:
Daily classroom lesson plans will be structured around a standards-based lesson plan
format, which includes the following: state standard; objectives/I Can statements; lesson
management strategies; Introduction/hook; Modeling/I Do; Checking for Understanding; Guided
Practice/We Do; Collaborative (Do together)/Independent (You Do); Closure; Assessment
(Helder, 2015).
Students will be expected to turn in their homework through the use of the homework
folder with the help and participation of parents/guardians. Deadlines, assignments, and other
important parent communication forms will be transferred to and from home via the homework
folder. The homework folder will be looked at as a communication tool between the
parent/guardian and teacher.
Through the classroom rules/social contract activity, one of the rules generated may
include, be respectful or raise your hand before you speak; with those rules established,

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students will know and understand that if in need of help, they are to raise their hand and silently
wait for an adult to help aid them. These expectations will be discussed while developing the
social contract in order to avoid any confusion with expected behavior in the classroom. In order
to receive the full attention of my students, I will use the Give Me Five approach. When the
teacher says, give me five and holds her hand up in the air, the students are expected to have
their eyes on the speaker, be quiet, be still, have their hands free, and listen, while the teacher
silently counts down five seconds (Wong, 1998). Smooth and silent transitions will be made
through the use of the musical instrument, the triangle. When the teacher hits the triangle once,
this should signal to students to silently clean up what they are doing and 1.) move on to the next
expected task or 2.) return to their seats silently and wait for instruction.
Rules and Procedures Narrative:
The approaches and styles discussed will be strongly handled and applied with Harry
Wongs concept of consistency and persistence when teaching procedures. Procedures allow
things to get done properly and efficiently in the classroom, however, procedures must be taught,
learned, and understood in order to work effectively. Through proper classroom management and
positive expectations (as explained by Wong) a successful and hardworking classroom can be
achieved. Wongs theory relates to Everston and Harris approach as explained by Hardin
through the Five Steps for Teaching Classroom Rules and Procedures (127, 2004):
1. Explain
2. Rehearse
3. Test Knowledge of Rule or Procedure

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4. Reinforce
5. Reteach when necessary
As Wong has said, Consistency, consistency, consistency! These five steps will be the guided
practice behind learning the rules and procedures during the first days and weeks of school until
routine is mastered.
Preparation/materials for the first day of school:
On the first day of school, my classroom will be set up and prepared to welcome in five
to eight students who have mild to moderate cognitive impairments and therefore will be in a
self-contained setting. The classroom will be set up with lamps and various lights in order to
eliminate the harsh light from a school classroom and incorporate a warm, welcoming learning
environment. The classroom will be set up in various centers; each center will support a different
aspect of support for the students individual needs. Some examples of centers would include:
reading, play, safe space/calm corner, etc. Throughout my classroom, sensory tools will be
available and ready-to-use when needed. A seating arrangement will depend on the students and
their needs; some students may need an individual work space while others may work well in
partners or groups; time will tell. A general weekly lesson plan will be created and implemented,
however, students needs change daily and lesson plans will be adjusted accordingly as the
material is presented and students are assessed.
Classroom procedures will be essential in creating an effective learning environment
(Wong, 1998). A procedure will be created for the morning routine (i.e., what to do when you
first arrive at school- where to hang your backpack, where to sit, where to put homework),

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transition times, lining up at the door/walking in hallway, Give me five, etc. As previously
mentioned, the homework folder will be used as a primary means for communication with
parents/guardians. When preparing for a substitute teacher, a sub tub will be created and
updated in order to keep all information relevant and up-to-date. The sub tub is a clear file bin
which incorporates any and all information a substitute teacher may need, including: class roster,
class schedule, school map, school phone numbers, emergency lesson plans, what to do in case
of fire/tornado/lockdown, classroom expectations and procedures, etc.

Community building/climate building activities/practices:

Creating a classroom environment that promotes positive behavior and friendship
between peers is essential. Various community building activites can be used and practiced
depending on age and grade level. The following list provides a few examples of ways I plan on
incorporating community building in my classroom:
1.
2.
3.
a.

Share good things each and every morning of every school day
Incorporate community building activities throughout the ENTIRE school year
Who stole the cookies from the cookie jar? by April Larramore
In the activity, a version of the book is read to the class. Put students names on cookies (made
out of construction paper) in a jar, pass around jar, and pull each name to incorporate in the
chant. Go around until every name has been pulled and chanted.

Samples/visuals that reflect your approach to classroom management and organization:

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Social Contract Samples:

(via
http://mrspittenger.weebly.com/social-contract.html)

(via http://tessajurewicz.edublogs.org/2011/02/25/our-social-contract/)

(via http://peacelovelearning.blogspot.com/2012/08/give-me-five-freebie.html)

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(via http://teach-bake-love.blogspot.com/2012/08/subby-tubbyyoure-one.html?m=1)

(via http://larremoreteachertips.blogspot.com/2010/07/back-to-school-ideas.html)

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Evaluations of your ability to organize a classroom and manage students:

In order to discover what is going well and/or what should be refined in my classroom, I
will look to the opinions and feedback of successful and effective teachers that are present in my
school. I will ask for feedback from my principal, mentor teachers who I student-taught under,
and veteran teachers. I would look for approval for how my classroom is managed through
parent/guardian opinion as well as student assessments. I will be seeking effectiveness of my
classroom management style throughout the school year in order to stay mindful and present.

References/Resources
Hardin, C. (2004). Effective classroom management: Models and strategies for today's
classrooms (Third ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.
Helder, Dori. Effective Instruction Design- Standards- Based Lesson Plan. EDF 332 04, Fall
2015.
Children Full of Life. Perf. Toshiro Kanamori. 2009. Youtube. Web. 8 Apr. 2015.
Larramore, April. Chalk Talk Blog. July 5, 2010. Retrieved November 20, 2015.
Wong, H., & Wong, R. (1998). The First Days of School: How to Be an Effective Teacher
(Second ed.).