Running head: CLASSROOM MANAGEMENT PLAN
Classroom Management Plan
Elizabeth Prather
Johns Hopkins University
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I once heard a very experienced elementary school teacher describe the classroom as a
town and the teacher is merely the mayor. I never fully realized the impact of that statement until
I began learning the art of classroom management. Having a classroom management plan in
place organizes the classroom environment and makes for a learning environment that is
inclusive and engages the scholars. My classroom management plan, includes positive narration,
rules, incentives, and consequences. It makes for a classroom that is not seen as the teacher’s
classroom but as a small town where the teacher is merely the mayor.
The positive narration is a key part of my classroom management plan. It is important for a
teacher to recognize when a student is on task. It not only makes them feel recognized, but it also
models for the other scholars to see what correct behavior looks like. The positive narration also
is key in developing a healthy relationship with scholars. Losen points out in Closing the School
Discipline Gap, that improving student­teacher relationships will result in a change in the
disciplined practice of the classroom. It is easy to get caught in the loop of constantly correcting
and disciplining scholars. In turn, neglecting the use of positive language and rewards for good
behavior. In Closing the School Discipline Gap, Losen states that clearly defining expectations
and frequently rewarding students for good behavior has a positive impact and will decrease the
expulsion rates for those groups at risk. My plan includes opportunities for students to earn extra
recess time, homework passes, lunch with the teacher, and school supplies. My classroom
management plan will utilize the computer app Classroom Dojo to keep track of good behavior
points. Classroom Dojo also allows the educator to track long­term data which Losen also points
out as good practice.
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My classroom management plan will also have standard daily routines that will be established
starting day one. These routines will be in place to prevent confusion and to make sure
everything runs smoothly. Making sure we are able to maximize our learning time. The
classroom rules and expectations are clearly displayed in a designated place. The expectations
for walking in the halls and voice level are also clearly posted in the designated area. These rules
are not only posted visually, but we will also go over them verbally each day. This allows an
opportunity for both my visual and auditory learners to understand the rules. There are
consequences for not following the rules. The student is giving a reminder and then a verbal
warning. If they continue to not follow the rule they lose a Classroom Dojo point and if there is
still no correction they will lose recess time. Corrections are dealt with immediately and
privately. As everyone gets on task I repeat directions and use positive narration to encourage
others to follow the rules.
My class is one that will treat everyone equally and is a nurturing environment. It is also one
that holds high expectations for all scholars. Teamwork is encouraged and all scholars are seen as
a valuable member of the team. I will intentionally refer to our classroom as “our classroom” and
not “my “classroom. It is important that scholars feel a sense of ownership of the classroom as
well as their learning. A management plan that uses positive narration has set rules, offers
incentives, and has high expectations from the scholars makes for an engaging learning
environment. Engagement is vitally important. It not only makes learning easier, but it also
makes the student become vested in their learning.
Part of being a no­nonsense nurturer is also being culturally aware. It is important to recognize
the capital our students bring to the classroom. If educators are culturally aware they will be able
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to look at the student’s behavior through a different lens and use this to tap into the student's
interests. As a wise teacher once said, “Our classroom is a small town and the teacher is the
mayor.
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References
Losen, D. J. (2014). Closing the school discipline gap: Equitable remedies for excessive. Place of
publication not identified: Teachers College Press.