Classroom Management Plan

Introduction

The goal of classroom management is to provide a safe, caring, and productive environment that is
conducive to student learning. Refer to the following:

KSA #7 Teachers create and maintain environments that are conducive to

student learning and understand student needs for physical, social,
cultural and psychological security.
KSA #8 Establishes relationships with students that respect human dignity.

Your assignment is divided into three sections: Procedures, Positive Relationships and
Intervention. This should be done in consultation with your Teacher Mentor and with your school's
management policies. This plan should be included in your Professional Portfolio.

Procedures and Routines

Procedures are those activities that you have as a teacher regarding behavioural expectations.
They should be clearly defined and reinforced in your classroom until they become routine. When
there is inappropriate behavior, the teacher needs to respond promptly, firmly and consistently,
following school discipline policies and procedures.

Positive Relationships

A safe and caring classroom is built on relationships established between the teacher and
students. Building positive rapport with students by showing interest in the students, learning
student names, taking time to talk with them about their interests and showing concern for their
emotional and physical well-being is essential in developing those relationships. Effective teachers
are friendly, fair, and firm but do not act as a "pal" or "buddy".

By being the classroom leader look for opportunities to build community with your students through
various activities; showing respect and caring to students the way you want students to treat each
other; dealing promptly and consistently with inappropriate behavior, i.e. name-calling, bullying,
etc.; using small or large group activities focusing on meaningful collaboration; introducing class
projects or initiatives that promote cooperation, positive interaction and team-building.

Interventions

Despite your intentions for building relationships, community, and establishing a supportive
environment there generally will be some form of inappropriate behaviour. You will need to have
various approaches for responding to inappropriate behaviour. Discuss approaches with your
Teacher Mentor and also follow school discipline policies and procedures.
 Classroom Management Assignment

Name: Tim Taylor

Teacher Mentor: AJ Bergen Henengouwen

Administrator: Randy Spenwrath

School: Saint Marys School, Taber AB

Subject(s) and Grade Level: Physical Education Grade 7, 8, 10

I. Procedures:
Attention-getting procedures
Record different means of getting the entire classs attention when they are
engaged in an activity. (This may be different for different subject areas.)

- In gym: Use my loud voice to get students attention. Once students are looking at me I will
give a second set of instructions in a much more relaxed voice
- Outside: If the games we are playing outside allow for students to spread far and wide I will
bring a whistle with me to give cues. One blast come in. Two rotate to next activity

Academic Classroom: I dont know that this will be much different than phys ed.
Question-answering procedures
What expectations will you have when students are asking or answering questions?
(Remember that a question should get everyone thinking about answer and thinking that
they may be expected to provide an answer.)

- I expect that students do not shout the answer out. As mentioned above it is important
for everyone to have time to think about an answer. I use a variety of methods when
having students answer, it really depends on the situation. When I want a quick
brainstorming activity I allow students to speak out and just say their answers. Other
times I require that students raise their hands and sit quietly waiting for me to call upon
them. The last strategy I use is Team Shake (an app) that contains a class list of
students names. With this list, I allow the app to choose who I require to answer the
question I posed.

Transition Procedures
What routines will you establish around the

Bell schedule:
o I have all of the bell times written down on each of my lesson plans and I
check my phone regularly during my lesson in order to keep my classes
on schedule. I make sure to leave myself time for adequate instruction,
play, wrap-up time, and changing.

Start of class:
 o All of my classes start with a sponge activity. An activity designed to allow
students walking in to join the activity without altering the activity. Such
activities involve things like bump, rallying, partner passing, etc. Most of
these activities will require me to set out certain equipment that pertains to
the unit we will be doing that day
o
Start of day:
o Arrive early before class and get all the equipment I need out, setting
things up that need to be set up (basketball hoops, nets, etc.).

End of class:
o Everyday students grade 6-12 are let go 5-10 minutes before the bell has
rung so they have time to change their clothes and get ready for their next
class
o Students grade 1-6 are let go around 2 minutes before the bell so they
have time to get back to their lockers and get their supplies ready for the
next class

End of day:
o The end of my day is spent gathering all the equipment for the next day
and leaving it sit in a pile in the equipment room. This way when I come
into the gym in the morning all I have to do is set the equipment up
o Printing for the next day is also done during this time.

Change of activities:
o Attention is gained by using a loud listen up comment or something like
that. Once I have everyones attention I will give them a second set of
instructions. Likely these instructions include getting a partner or splitting
themselves up in some way. This is followed by a second set of instruction
pertaining to what equipment to get and what to do with it when they are
done

Change of subjects:
o In Phys Ed subject change would be leaving the gym to travel to another
class. In my younger grades I have had time periods at the end of class
where students must be silent and relaxed for a minute to lower their
heartrates and calm them for the next class. Older grades will be changing
out and heading to their lockers to retrieve the supplies for their next test.
In both of these instances I will be in the hallway to make sure that the
students respect other classes that are being taught.

Distribution of materials:
o Depends what materials or equipment I need to distribute. If there is
equipment that everyone needs I allow the students to grab it themselves
such as badminton rackets and birdies. However if I want to set up a
drill/relay race/obstacle course usually I will have this pre-set up before
the students arrive. I may also have student aid during the sponge activity
to get some of this stuff ready.
 Accessing of equipment:
o Right now the equipment room is locked and I am the only one that goes
into the room to retrieve equipment. If I need things like badminton rackets
for the students I will take them out of the equipment room and leave them
in a safe accessible place. However, I do make a few exceptions here and
there when im doing something like setting up badminton nets. I will leave
the door open and have students go into the room and grab nets and
poles as needed.

Classroom clean up:

o I will class slightly early to have students help me clean up. Many hands
makes quick work. During this time students bringing in equipment will
also be allowed in the equipment room.

Daily and Safety Procedures

What will you expect of your students and yourself with regard to:

Late arrivals:
o All students are expected to be in class on time. A student will be allowed
three (3) minutes change time. Students will be expected to be changed
out and ready to participate within this time frame. If you are late, you will
be excused and be eligible for full participation marks if:
1. (1) you have a note from parent/guardian;
2. (2) you have note from another teacher; administrator, or school-based
personnel;
3. (3) you have a note from a professional appointment;
4. (4) the promise of a note from any of the above;
5. (5) you will have the right to explain your tardiness if reasonable, you will
be admitted to class.

Absences:
o If you are absent from class, you MUST be excused. Unexcused
absences are a violation of school attendance policies and administrative
action will occur. Students who are excused from class
activity/participation are still expected to be a part of the class. Alternative
roles within the scope of their ability, given the information provided from
the doctors note or parent, will be assigned to allow students the ability to
see continued success and be a part of the class. ie. Set up and clean up,
referee, written assignments, etc.

Use of cell phones and other communications technology:

o Communications tech are not allowed in the gym. Students may leave
their phones in the locker room if they wish but in their lockers, would be
the safer smarter option. If they are using their phones during class they
will get 1 warning and will have to go put it away. Second time I take it
 away for the day and contact the parent to inform them. Third time the
phone goes to the office and a parent will have to come in to retrieve it.

Bathroom breaks:
o As requested. I will allow students to go if they come and ask me first.
Usually I will let them go unless I know I will be giving instruction right
away or the end of class is nearing and I feel as though they can wait.

Pencil sharpening:
o Doesnt occur in the gym but in my classroom they can do it whenever
they please as long as I am not speaking or one of their classmates is. Its
a matter of respect.

Student telephone calls to home:

o These happen outside of my class or if the office calls on them. Their
parents know the office number and should use it as such.

Individual seatwork:
o Again not in the gym. However my policy would be that they are allowed
to listen to a music device (but it is a privilege that can be revoked) and
the classroom may be at a dull roar of RELEVENT talking.

Playground and free time rules:

o Playground rules would follow school policy. Personally Im looking for
safety, as long as kids are playing safe then Im ok with it. Free time is a
privilege if students abuse it they have lost the right to have it and must
earn that right back. Abuse of free time would look like students being
disruptive to others and not showing respect of equipment, each other, or
the teacher.

Late homework or assignments:

o Are docked marks for every day they are late unless there is a valid
reason. Valid reasons being family emergencies most likely. Life happens
and Im not heartless!

Missing homework or assignments:

o Obviously these assignments are very late. However students will be
allowed a grace week where anything not done can be handed in for a
reduced grade. Still better than taking an incomplete grade.

Homework reminders:
o Ive seen teachers using communications tech to do this. I have no
experience with the tech but I believe this is how I would remind students
aside from in class verbal and visual reminders.

Student illness or injury:

o A student who is unable to participate because of an extended illness or
injury must provide a medical certificate. Any excused absence longer
 than a period of 4 days requires a doctors note. The student may request
the option of an alternative assignment.
o Please see the administration to discuss this if you have any concerns
about being out of PE for a long period of time.

Fire drills:
o School policy. Meeting at a safe distance from the school quickly.

Lockdowns:
o School policy. Locked doors, hidden from windows view, etc.

II. Positive Relationships:

Quickly establish a class list and seating plan so that you can begin to learn the names of
your students. What seating arrangement are you planning and how will you decide who
sits where?
o For the first few weeks seating arrangement would be alphabetical. This allows me
to study the seating chart and memorize the names of students based on where
they sit. This memorization would then transfer to the students themselves and
after seating arrangements would be designed based on classroom dynamic and
the students.

Begin recording student interests. What system will you use to do this?
o At the beginning of the year give an introduction about myself and then allow
students time to introduce themselves. Paper copy of this would be great to review
later as well.

What specific things will you do the first day and first week to encourage student-with-
teacher and student-with-student interactions?
o Ice breaker games, story telling, jokes, brain breaks where movement is involved,
etc. My most important rule would be that respect is earned and shared and there
will be no negative comments or actions acceptable in my class.

What body language and tone of voice will you use in different situations throughout the
day, i.e. at the start of class, with large and small group instruction, and when dealing with
inappropriate behaviour
o Start of class would be relaxed and welcoming, maybe tell a joke or story to loosen
everyone up and my body language would match. Large groups my voice would
be projected and I would be standing to command attention and respect. Small
groups would be a little bit more intimate and really driving to get students
questioning and thinking about the outcomes I wish to achieve. Inappropriate
behaviour would depend on the situation. In PS1 we did a workshop the teacher
as the performer. I would like to mimic the lessons taught there and incorporate
them into my class.

III. Interventions
 Classroom Rules
Record the rules you will establish, whether alone or with your students, and list a few
possible consequences if a rule is not followed. Its good to have student input but be sure to
cover all of the important areas. With consequences, its better to rehearse a few ideas than to
think them up on the spot.

Rule: Respect plain and simple. Respect of each other, supplies/equipment,

teacher, volunteers, property, etc.
Consequences: loss of classroom privileges, loss of ability to participate, sent to
the principle, suspended

Rule: No food or drink in the gym

Consequences: Students will be asked to take it out to their locker and leave it
there. If a mess is made before this first intervention that student will clean it.

Rule: All students are expected to be in class and on time (3 min) after the bell
Consequences: **See attendance above**

Rule: All students are expected to change into appropriate gym strip
Consequences:
o The following intervention process will be utilized in the instance of non-
change out
2 No change outs Student teacher discussion
3 No change outs Student teacher discussion and parent contact
5 No change outs Referral to administration and counselling team.
Administration or counselling will contact parents/guardians to discuss
issues of non-compliance
7 No change outs Automatic referral to administration and student
continuation in physical education for the semester is reviewed.

Rule: Treat facility and equipment with care

Consequences:
o Equipment is to be used for the appropriate intended use of that
respective piece of equipment. Students using equipment are responsible
for its return in proper condition. Students should notify their instructor
immediately upon discovering defective equipment. Students will be
charged replacement cost for equipment broken (if being missused),
damaged, lost or not returned.

Strategies
Record your strategies for dealing with some common student misbehaviours.

Talking:
o Wait time: allow them time to realize what they are doing is off task
o Eye contact: brief eye contact to make them know that you are paying
attention to their behaviour
o Proximity: physically move near them
 o Verbal class cue: ask for silence
o Verbal personal cue: use name of student and request silence

Off task:
o Proximity
o Verbal class cue
o Verbal personal cue

Name calling:
o Verbal cue right away
o Questioning: why are they saying these things and what are the
classroom expectations. Allow them to think through the predetermined
consequences
o Have a 3 strike policy with consequences

Pushing and shoving:

o Verbal cue right away
o Questioning

Running in classrooms or in hallways:

o Must return down the hall and walk properly
o In the teacher as a performer we were taught to demonstrate what proper
meant. Have the student not only practice a few times but have them
demonstrate it for onlookers.

Swearing:
o School policy dictates. Also grade level dependant as well as context.
Inappropriate use result in consequence like apology, and punishment.

Copying someone elses work:

o Dependant on the situation. I have seen a teacher use this as a form of
teaching where students are allowed to help each other during practice
periods (math). However it was not a copying of work, it was a looking to
see what other classmates were using as strategies and giving them ideas
for their own strategy. During a test or on completion of assignments this
is unacceptable and will result in docked marks or students having to
show their knowledge in a less appealing manor.

Taking things that dont belong to them:

o School policy. But stealing is a crime. Borrowing without consent is just
stealing as well. Students must return what was stolen and apologize and
will lose classroom privileges.

Writing or scratching on desks, furniture, lockers, or walls:

o This is vandalism. Must remove writing on own time. Scratches will be
fixed if possible and if not other school community work will be assigned.

Fighting
o School policy would dictate. In my class this would not be allowed and
guilty parties would lose classroom privileges and have to apologize to
each other. Maybe even make them write letters saying what made them
so angry so the other person could see the other story once things had
cooled down and gain an understanding of hurt feelings, etc.