UNIVERSIDAD DE DAGUPAN, INC
Arellano Street, Dagupan City, Pangasinan
Classroom Management Plan
7th Grade
A Focus on Independence and Collaboration
I. Core Principles:
Respectful Communication: Emphasis on active listening,
appropriate language (both verbal and online), and
constructive conflict resolution. This includes
understanding and responding to diverse communication
styles.
Responsibility & Accountability: Students take ownership
of their learning and behavior. This includes meeting
deadlines, seeking help when needed, and understanding
the consequences of their actions.
Collaboration & Teamwork: Group work is frequent, with
explicit instruction on effective teamwork skills
(communication, delegation, conflict resolution).
Digital Citizenship: Responsible use of technology,
including online safety, ethical online behavior, and
avoiding cyberbullying.
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II. Proactive Strategies:
Establishing Clear Procedures & Routines: Detailed,
visually presented procedures for all classroom activities
(entering/exiting, transitions, material use, technology
access) are taught and practiced consistently.
Building Relationships: Investing time in getting to know
students individually, fostering a positive and supportive
classroom community. This includes using icebreakers,
team-building activities, and showing genuine interest in
their lives.
Choice & Autonomy: Offering choices within assignments
and projects to increase engagement and ownership.
This could involve tiered assignments or project-based
learning with student input.
Positive Reinforcement: Frequent praise and recognition
of positive behaviors, both individually and as a class.
This could include verbal praise, reward systems, class
celebrations, or public acknowledgment of
achievements.
Differentiated Instruction: Addressing diverse learning
styles and needs through varied instructional methods
and activities.
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III. Addressing
Misbehavior:
Restorative Practices: Focusing on repairing harm caused by
misbehavior rather than solely on punishment. This might
involve class meetings, peer mediation, or individual
conferences to discuss the impact of actions.
Logical Consequences: Consequences directly related to the
misbehavior, consistently applied and explained clearly.
Emphasis on understanding the impact of actions on self and
others.
Positive Behavioral Interventions and Supports (PBIS):
Implementing a school-wide PBIS framework if available,
providing consistent expectations and interventions across all
settings.
Collaboration with Support Staff: Working closely with
counselors, administrators, and special education staff to
address persistent behavioral challenges.
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IV. Monitoring &
Evaluation:
Data-Driven Approach: Tracking student behavior and academic
performance to identify trends and inform adjustments to the
management plan. This could involve using checklists, anecdotal
notes, or data tracking systems.
Regular Check-ins: Individual and group check-ins to discuss
progress, address concerns, and provide support.
Self-Reflection & Feedback: Regular reflection on the
effectiveness of the plan, incorporating student feedback and
making adjustments as needed.
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This plan emphasizes proactive strategies to
create a positive learning environment and
addresses misbehavior through restorative
practices and logical consequences.
The key difference from a younger grade level
lies in the increased focus on student
independence, responsibility, and collaboration,
along with the incorporation of digital
citizenship and restorative justice principles.
SUBMITTED BY:
MS. RONICKA JOY R. PASCUAL
MED/ EDUCATIONAL LEADERSHIP
SUBMITTED TO:
DR. BELEN C. BAUTISTA
PROFESSOR
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