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GWYNEDD MERCY UNIVERSITY

SCHOOL OF EDUCATION

Classroom Management Plan

Tim Kearney
November 29, 2016

Submitted in partial fulfillment of the requirements of

EDU414: Classroom Management

This Classroom Management Plan has been made for an idealistic second grade classroom.
Classroom Goals
By the end of the school year/semester, my students will successfully:
Learn to work collaboratively and respectfully with students,
Listen attentively and follow directions given by the teacher,
Follow classroom procedures and rules,
Complete assignments while following the due dates,
Discuss, interpret and apply their new understandings learned in and out of the
classroom,
Learn to assume more responsibility for maintaining and organizing their work, and
Learn to manage their time and complete more long-term tasks and projects.
Guidelines for Success
The list of attitudes and traits that ensure the students success:
The Big 5 Personality Factors: conscientiousness, agreeableness, extraversion, openness,
and emotional stability.
6 Traits for teachers:
o Self-Regulation: Managing emotions successfully means youll be able to respond
to undesirable conditions rationally rather than emotionally. Take time to think
before you act is the first step towards success.
o Growth Mindset: People with a growth mindset welcome challenges and setbacks
with open arms.
o Resilience: People accept that something did not work out, and go about finding a
different, more satisfactory, solution instead.
o Passion: Passion is guaranteed to drive you towards success. Pursuing something
just because youre good at it and not because you are passionate about it will not
get you to the top.
o Empathy: Putting yourself on the same page as your colleague/student will enable
you to build rapport and reduce tension.
o Conscientiousness: Conscientious people are disciplines, complaint and excellent
at planning ahead (being proactive).
Both teacher and students should be respectful of one another,
Students will learn and adhere to the classroom rules and procedures
Students will participate in class discussions
Teacher will model appropriate classroom behavior at all times
The classroom will be a safe learning environment for all students

Classroom Rules
1. Looking Eyes: Students will follow along during the
lesson to ensure they are not distracted during the
lesson.
2. Listening Ears: Students will listen to what the
teacher is saying, and follow the directions to each and
every lesson.
3. Quiet Mouths: Students will allow the teacher to talk
without talking over him while attempting to have
other conversations. Students will also take turns
talking with one another.
4. Helping Hands: While in groups, students will help
one another accomplish their goal.
5. Walking Feet: While in the classroom and hallway,
students will walk to not only ensure their safety but
the safety of their classmates as well.
6. I sit on my bottom: Students will stay seated during
the lesson, unless in the event of an emergency. This
will ensure that there are no distractions for other
students.

Consequences for Classroom Rule Violations

I will use a Clip up, Clip down system for the student behavior
consequences in my classroom. I will keep track using a leveled scale,
ranging from Monstrous Behavior to Incredible. Each student will
have their own clothespin with their name on it, and each day will begin
with all clothespins on the Ready to Learn section of the scale. Each
level of the scale comes with its own personalized consequences. This
depends on the severity of the action/behavior.
Incredible: This is when a student is a role model in the
classroom. They will receive constant praise so that others can
look up to them. These students will also receive a prize from
the prize bin at the end of the day.
Royal Behavior: This is when a student is listening to all of the
directions. This section is also dedicated to out of the classroom
compliments for individual students.
Ready to Learn: This is the starting point for all my students.
Each day, they will start from scratch to have a better day! No
consequence needed for this level of our classroom scale.

Ive Got My Eye on You: This is when a student is beginning to behavior inappropriately
for a classroom setting. This is similar to a warning stage for students. The consequence
for this level is that students will receive a warning, then if the behavior continues, more
serious consequences may come into play.
Stop and Restart Your Engine: This is when a student is not following directions and
needs to step away from the situation to think about what he/she has done and how they
can fix their behavior moving forward.
Monstrous Behavior: This is when a student deliberately disrespects the teacher by
acting out and not listening to any of the directions. This level of the scale calls for me
to reach out to the parents to discuss their childs day.

Classroom Procedures
Upon entering the classroom, the students will be asked to:
1. Hang up their coats/jackets, their backpacks, and their other
belongings onto their assigned, numbered hook, and take out any
materials that they will need over the course of the day.
2. Quietly move to assigned seat, and begin the morning copying the
homework due the next day.
3. Begin the Moring Exercises, which is typically a math skill sheet, a
language arts skill sheet followed by a word search, on the board
while quietly listening to the announcements.
4. During this time, I will ask for notes/homework from each table.
5. After completing the Morning Exercises, the students may quietly
choose a book to read on the rug or at their desks until everyone is
ready to begin the morning meeting.
o In the event that a student needs to leave their seat for any reason
during this time period, they should utilize our visual class hand
signals that are displayed in the front of the classroom. This
method will not only help with the procedures, but it will allow the
students to quickly and quietly do what they need to do and then
return to their seat. This method also allows the students to connect
their knowledge of the numbers 1-5 with their needs.
Classroom Jobs
I think it is very important for students to feel needed in the classroom. This sense of
need will perfectly make a community in my classroom. Classroom jobs will be assigned on a
bi-weekly; this is due to different holidays/in-services days that the students are not present,
leaving them with fewer days in their job. The students names will be chosen at random with
the use of the popsicle stick strategy, this will give each student an equal opportunity to receive a
job each time. I will create a chart to hang in the front of the classroom keep track of each job

assignment as a visual to make sure that every student knows his or her job. Classroom job
assignments include, but are not limited to:
Line Leader: Student will be required to lead the line each time the class must leave the
room. With this power comes great responsibility, and this student must model excellent
hallway behavior.
Door Holder: Student will hold the door for each classmate when traveling outside of the
classroom.
Materials Manager: Student will help me pass out any papers throughout the day.
Message Carriers (2 students): Students will deliver important information/notes to the
main office right down the hallway. This will keep the classroom in constant
communication with the office during the day to make sure that I, as the teacher, know
how each child is to be dismissed
Table Monitor (5 students): I will assign a table monitor at each table to make sure the
desks are neatly organized, and to make sure there are no papers under the desks.
Weather Reporter: Student will let the other classmates know the weather.
Collector: Student will collect any important papers/materials that were handed out
throughout the day for any student who was absent. They will place these materials in the
absent students mailbox.
Caboose: Student will be the very last child in line, and will also model excellent
hallway behavior. This student will make sure that all students are following along in
line, they will be like having eyes in the back of your head!
Adapted from: http://fortheloveoffirst.blogspot.com/2013/07/student-jobs-inclassroom.html
Lateness
Students who arrive after the bell rings must report to the office for a late pass (a note
from parent/guardian should be provided in the event a child is late to school).
Tardiness will be reported on students report card; if this is a frequent issue, a call home
will occur to see the reason behind this constant occurrence.
Activities
Whole-class, small-group and individual work
Guided reading groups
Shared reading and read-aloud
Small-group discussion and projects (Age-appropriate)
Specials (or Expressive Arts), such as physical education, art class, music class and more
Independent Silent Reading
Hands-on Learning

Assignments
Prior to doing their Moring Exercises, my students will be required to copy assignments
written on the board into their assignment book. These assignments will be written prior
to their arrival to ensure no loss in instructional time. For the first few months, I will
initial their homework book to make sure they wrote down the homework correctly.
Long-term assignments will be tracked with the use of a calendar. Parents will receive a
calendar the first week of each month explaining different special assignments and events
that will take place that month. These assignments will also be explained on my website.
Turning in Assignments
During Morning Exercises, I will be calling each table to hand in notes/homework. At
this time, I will have my checklist for each assignment to make sure students turn in their
materials.
Assignments that are completed during the school day will be placed in classwork bin on
the front desk.
Returning Assignments to Students
For non-graded assignments, I will put a stack of their work in the middle of their desks
for the 5-6 students sitting there.
For graded assignments/tests, I will personally hand out their tests during the Morning
Exercises.
Assignments or tests/quizzes that receive a C or lower must be signed by a
parent/guardian and returned to me.
Late, Missing or Incomplete Assignments
If a student turns in homework that is incomplete, they will be required to complete it
during the Morning Exercises procedure. If a student frequently hands in incomplete
work, I will give a phone call home, and send home a homework checklist that needs to
be signed upon completion by a parent/guardian and returned to me.
If a student turns in a project/long-term assignment that is incomplete, the student will be
given one day to correct the assignment and return it to me. Three points will be deducted
from the final grade of the assignment for this.
If a student turns in completed homework/assignments late, they will also receive a point
deduction; if the assignment is one day late, only one point will be deducted. If the
assignment is two days late, two points will be deducted. I will not accept any
assignments that are more than four days late unless there is good reasoning.
Students who frequently miss homework and assignments will also receive a phone call
home and will be required to take home a homework checklist that must be signed by a

parent/guardian and returned to me. At this time, I will try to solve the homework issue
and attempt to be on the same page with the parent/guardian about the work.
Returning From Absence
Upon returning from an absence, students will be required to check the absence folder
found in the front of the classroom. All of these papers will be labeled with their names
in case multiple students were absent the day beforehand.
To ensure that students stay with the class, they will have three days to make up any
assignments missed due to an absence, and this will be handed directly to the teacher.
If a student misses a test/quiz, the student will make it up during silent reading time upon
the day they return to school.
Communication Procedures with Parents/Guardians
In the beginning of the year, parents will receive a letter from me detailing my goals and
educational philosophy. I will also include my contact information (email only) for
parents who may need to contact me quickly and directly. This will also include times
that I will answer emails. If a phone call is needed for behavioral or academic reasons, I
will call from the school office.
I will have a behavior stamp in the front of the student's school copybook. If the
students receive a stamp, it means they had a good day. On this behavior calendar, there
will also be the numbers 1-10 and they will have different scenarios; for example, I did
not do my homework or Behavior problem.
In the event of an absence, I will ask parents to email me prior to the beginning of the
school day. This will give me a chance to set aside certain assignments to put into our
absent folder in the front of the room. I will also need to mark on their report that they
missed the day.
In the event that a student will be late or leaving school early, I will ask that the parents to
email me prior to the school day to make sure I can note it. This way I will have the
student ready for their appointment in a timely manner.
In the event of a transportation change, I will ask the parents to email me at least twenty
minutes before the school day ends. Transportation home is always a crazy part of the
day, so I will always ask parents to tell me if their student is going home on the bus, in
carline, a walker, or staying for the extended day program.
End of the Day
I will have a list of items the students need to take home that afternoon. This is normally
their math workbook, school copybook, writing copybook, and more.
The students will open their school copybook to the calendar and await stamping. I will
walk around the class and stamp those without numbers.
Students will complete their class jobs during this time as well.
From there, I will call each table to collect their belongings.

Students will then line up depending on how they are going home.

Ideal Classroom Set-Up