Classroom Management Plan

Matt Smith Gunnison High School (English 11)

I. Building Relationships

Establish a healthy classroom environment begins and ends with establishing

strong relationships with the students. Therefore, I spend a significant time during the
first two weeks of school getting to know my students and allowing them to get to know
me and my expectations. This is carried out through various icebreaker initiatives that I
also went through as an undergrad in Western State Colorado Universitys Outdoor
Leadership and Resort Management program. These include, but are not limited to:
name games, group problem solving, structured story telling and introductory
procedures. In addition, as a class we determine our class name within the first week
of school, which goes along with a candid group photos (see evidence below) that is
also taken during the first week of school. These class names are also listed above
each periods assignment drop box, in order to reaffirm our identity as a group. In
order to reaffirm these initial steps towards creating positive relationships, additional
interaction with the students (outside of the classroom) is always strived towards. Many
relationships are enhanced by my roles in the athletic department, as head coach of the
boys basketball team, assistant baseball coach and volunteer scout team member of
the volleyball team.

A Note About Procedures: Procedures are covered in full the first day of classes, then
demonstrated throughout the week and practiced extensively for the first three
weeks. After the first three weeks, additional procedures are introduced as needed
until implementation becomes the standard. Basic classroom procedures are as
follows:
II. Classroom Procedures
1. Students shall be in class with their daily journals on their desk by the time
the tardy bell rings.
2. Students are expected to show respect to the teacher, peers, and property
at all times.
3. When the music is on, you talk.
4. When the music is off, I talk.
A. Entering the Classroom Students are expected to enter the classroom in an
orderly fashion and find their assigned seats by the time the tardy bell rings. Daily
Journal Entries are posted on the SmartBoard, unless the days lesson plan
dictates otherwise. The days tasks are written clearly in the same location every
day on a white board at the front of the classroom. During the passing period, I
will have music playing that allows students early to class the ability to talk
amongst themselves; however, once the music is turned off, all sidebar
conversations are to come to a close and their attention is to be given to me. I
implemented this strategy after a friend working in Center Independent School
District passed along the idea for ways to initiate class periods in a positive, fun-
loving way.

B. Roll Roll is taken verbally for the first two weeks of school until I completely
familiarize myself with the names of my students. After I feel comfortable with
who everybody is, it is taken silently from my computer after class has begun.
Gunnison High School utilizes PowerSchool technologies, which I use to take
attendance. PowerSchool keeps a running tally of students absences, which are
mapped out in the digital grade book, allowing me to also do a quick review to
check for any assignments that students may have missed due to recent
absences. For evidence, see below:
C. Seating Assignments For the first two weeks of school, students may choose
to sit where they wish. Once I have established clear insight into any
relationships that may pose potential detriment to classroom procedures/
environment, assigned seating is implemented (if deemed necessary). For
classes that do not require assigned seating in the first four weeks of the school
year, a new classroom procedure is implemented in order to diversify the location
of students within classes/groups.
D. Beginning of Period Routine On most days, a daily Journal Entry prompt is
posted on the SmartBoard at the front of the classroom. Once the tardy bell
rings, the music in the
classroom is turned off and I
Journal Entry: Tuesday, Sept. 22, 2015
verbally prompt the students
to begin their journal
assignments. This allows
me to then post attendance,
or call students over for one-
on-one conferences about
missing assignments or
recent absences. See below
for Journal Entry example.

What is the one thing that you cant go

E. Assignments Students on living without?
will turn most assignments
into their respective periods
class drop box, located
along the south wall of my classroom (see below). In addition, I require that
students turn in digital copies of particular assignments, which are e-mailed to a
Google Mail account that is specific to Gunnison High School English 9
classes.
F. Moving About the Room Students are to remain seated during the teaching
portions of their class periods (i.e. when the teacher is present at the front of the
classroom and delivering a lesson). Otherwise, students are expected to be
attentive and on task through the duration of the class period; however,
movement about the room during group projects (if deemed necessary) is
allowed.
G. Finishing Early Students who finish an in-class assignment early often have
multiple options. Depending upon the text which we are exploring during a given
quarter, the students may read their novels, or work on selected Reader
Response Questions that are due on Friday of each week. The students are
also given the option to read their Choice Novels in preparation for a quarterly
project based on the book. On rare occasions, as a form of incentive for hard
working and on-task students, I will allow students time to work on assignments
from other classes.
H. Classroom Visitors Visitors such as guest speakers or substitute teachers
will be afforded the same respect as the students afford me. The procedures that
are in effect should provide the class with an effective template of how to act
without my presence and ease any management issues for any outsider coming
into the classroom. Students will be made aware that any negative notes from a
substitute will be dealt with in accordance to my classroom discipline plan.
I. Gaining the Classs Attention My first strategy to gain the classs attention
has to do with the use of music: music on, you talk; music off, I talk. This has
proved to be a useful technique, which allows the students to take responsibility
for policing their own classroom. Should this technique fail to work after a few
moments, I request that the students provide me with they Eyes and Ears, via
verbal cueing.
J. Absences and Assignments Absent students are expected to come speak to
me during Journal Time about obtaining missed assignments. These
assignments are laid out on a table in my classroom on a week-by-week basis
(see below). If absences become an issue in regards to grades, I speak one on
one to the student in question and try to address the issue directly, as well as,
assist with getting them on track to perform well in my class. In rare
circumstances, I will hold a one-on-one meeting outside of class in order to create
a plan for how individual students can get caught up on missing class
assignments to to absences.
K. Distraught Students Distraught students are approached in an unassuming
way and asked how they are doing. If they choose to confide in me, I deal with
the information accordingly and pass it along through the appropriate channels. If
not, I relay my concerns to other teachers and staff members to keep their eyes
on the individual in question. Due to recent events in the Gunnison Watershed
School District, a help hotline has been set-up, which allows callers to seek out
help anonymously. Posters for this hotline have been placed on the walls
throughout the school. In addition, a group of students meet once every two
weeks outside of class in order to help each other with the chief process. I may
refer students to this group.
L. Unproductive Students It is my personal policy to approach unproductive
students outside of class time to initiate a conversation. If improvements are not
seen in the days following those meetings, parent contact is then initiated. Should
those issues continue to arise, a parent/student/teacher meeting is then
scheduled. The next step in the process involves bringing in the parent for a
meeting with an administrator present.
M. Disruptive Students Much like the policy for unproductive students, disruptive
students will first be contacted directly by myself, outside of class time. I follow the
same protocol for non-productive students from that point on: parent contact;
parent/student/teacher meeting; parent/teacher/administrator meeting.
N. Dress Code I will follow our school policy concerning dress code related
issues. To quote directly from the student handbook, Any student deemed in
violation of the dress code shall be required to change into appropriate clothing or
make arrangements to have appropriate clothing brought to the school
immediately.
O. Student Groups Student Groups are often assigned at random, using novel
information such as birth month, height or other random information. Occasionally
and as a method of supplying the students with positive reinforcement for good
behavior/work ethic, I will allow them to choose their own groups to complete an
assignments.

III. Additional Procedures

Bathroom/Hall/Water procedures
Early releases from class (sports, school club, doctors appointment, etc.)
procedure
Where class materials are located
Evacuation/Fire Drill/ Lock-Down (school policy)

IV. Implementing Additional Procedures These procedures are introduced,

demonstrated and practiced exactly as the procedures listed above. It is pertinent
they are not viewed as secondary or peripheral so they are incorporated with the
other procedures. I find it is essential to have these understood within the first two
days but reinforced throughout the entirety of the year.

V. Lesson Plans Lesson plans will be built with the procedures in mind and will
not contradict them in any way. It is important to have consistency in my approach
because I want the kids to know what to expect in regards to my style of teaching
and their learning environment.

VI. Positive Feedback I believe that positive feedback regarding behavior is a

constant process. Thus, keeping a good stockade of candy in my room is one way of
keeping the positive reinforcement flowing. In addition, our school has a system set
in place known as R.A.D. cards, which are issued by the Student Leadership
Council. These cards, when issued to students, allow them to get out of class during
a designated period for an ice cream social. R.A.D. stands for Random Act of
Decency and Im allowed to issue a few of these each quarter. (see below)

VII. Substitue Teachers Substitute teachers are prepared for in a number of

ways at Gunnison High School. For one, a folder with specific information about my
classroom and classroom procedures is kept in the front office of the school and
issued to substitutes accordingly. This allows for them to enter the classroom with an
emergency lesson plan, rosters for taking role and information about where to find
things in my classroom. In addition, I like to print out a detailed lesson plan for each
class period, which includes specific information about each class period.
 VIII. Classroom rules and Consequences
1. Cell phones are to be turned off and put away during class.
2. Show respect for yourself, others and property.
3. Inappropriate language will not be tolerated.
Consequences are as follows:
1st offense warning
2nd offense Parent Contact and documentation
3rd offense Office referral

IX. School Counselors Extra precautions have been made entering the 2015-16
school year, following three suicides that have taken place among our students in the
past year. A support group has been formed, which meets weekly to discuss the
proper ways of handling grief and mental dis-orders. My personal connection with the
on-site school counselor is strong and I have pro-active in expressing my concerns
with her about particular students.

X. Principal Gunnison Highs work flow for involving the principal in classroom
matters occurs only following a meeting with the Assistant Principal/Dean of Students
and parents. We hold weekly staff meetings with the Principal in attendance to discuss
a range of topics, as well as bring up specific concerns. I have a strong relationship
with the Principal at my school and he often finds time within his busy schedule to ask
specific questions about students and class periods.

XI. Classroom Arrangement I have my classroom set up in a traditional formation

with desks in rows and columns; however, we often move into break-out groups, which
require that we move into groups of 3-5 desks. Being the rookie teacher on the
Gunnison High School campus, I didnt get any choice on the type of desks that are in
my classroom. To further complicate the matter, I have one class of 25 students, which
really dictates the layout of the desks. The SmartBoard is located at the front and
center of the room, in between two large whiteboards. My desk is offset at an angle in
the back of the classroom, on the same side as tables that Ive set up to obtain missed
classwork and pick up graded work. See example:
XII. Field Trips Protocol for field trips is set by the school in terms of administrative
processes; rules and procedures carried out fall in accordance with my classroom
expectations and rules. Considerations made are often dictated by the specific group
of students, destination and travel arrangements needed for a given trip.

XIII. Dress (First Day) I actually enjoy dressing up in a tie dress pants throughout
the entire school year, so the first day is no different. I believe this allows students to
immediately cultivate a respect towards me as their teacher. It tells them that I take
pride in my appearance and take my job seriously.

XV. Positive Expectations I believe this is another category that is stated many
times directly over the course of the first two weeks and constantly reaffirmed
throughout the school year. By stating our goals for each in-class activity or
assignment both before and after presenting the lesson, students are reminded of my
expectations for them regularly. Goals for the day are also expressed on a white board
in the room, which is required by our principal (see below).

XVI. Democratic Ideals The Democratic Ideal is addressed by giving the students
a voice within the classroom. I feel it is important that they feel like a stakeholder in
their own education, otherwise they are more likely to turn off and be passive learners.
Being invested in something as important as their own education is crucial to a
positive, engaged learning environment. This is often carried out by giving students
options about the specific content areas that we enter when analyzing literary texts, as
well as occasionally opening up the floor for suggestions about the types of
assignments and assessments that are given.

XVII. Diversity This comes naturally through the specific content area that I find
myself instructing. While Gunnison High School does not have a particularly diverse
demographic of students enrolled, issues regarding diversity are often embedded into
the literature that we explore in the classroom. Moderating classroom conversations
about these topics is essential to establishing positive expectations about the
appropriate approaches to diversity in the classroom in any facet.