Running head: CLASSROOM MANAGEMENT PLAN
Classroom Management Plan
Kathleen Haymes
Capella University
Classroom Management Strategies
ED 5503
Rita Hartman
December 9, 2012
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CLASSROOM MANAGEMENT PLAN
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Table of Contents
Description of Setting
3
Data Collection
Personal Reflections
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Mini-Intervention 1
10
Mini-Intervention 2
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Mini-Intervention 3
13
Annotated Bibliography
17
Philosophical Foundation
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Classroom Management Plan
Seating Chart
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Rules and Procedures
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Discipline Plan
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Accommodations
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Learner Conflict Resolution
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Lesson Plans
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Description of Setting
MR Junior High is located in a suburban area of south Texas. It consists of three grade
levels (6-8th grades) and the student body is primarily low socioeconomic group making it a Title
I campus. The school is well maintained and has a climate of trust and hope for students. All
interventions and assignments were completed in a 7th grade Language Arts/Reading
classroom. The English and Reading courses are blocked into one ninety (90) minute block with
a 5 minute break in the middle. One of the classes that is observed heavily for this course is split
– student arrive for a 45 minute class then leave to attend a different class only to return for
another 45 minute class. The classes consist of an average of 27-30 students. One course block
is a Pre-AP block of students with the remaining 2 blocks being Academic – the academic
groups were used for the purposes of this course in the interventions.
The classroom itself is large with student work displayed, positive posters, and
expectations and rules are posted. There is a smartboard, projector, and two student
computers as available resources in addition to print materials (textbooks and classroom
library).
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Data Collection
Personal Reflections
Procedures and planning for instruction reflection:
There are aspects that the authors discuss related to procedures and establishing rules that
I do. The first week of school is spent focused on two things: establishing a relationship with my
students and setting procedures and rules. I do an activity with my students where they
establish the expectations for themselves as well as for myself. I’ve found that when my
students are able to set expectations to hold me accountable as well they are more willing to
set high expectations for themselves.
The procedures, rules, and expectations (both theirs and mine) are posted clearly in the
classroom. Every six weeks, I have a mini reminder lesson to discuss expectations and to ask if
we need to make changes or adjustments to meet their needs.
After reading, I do know that I need to be more organized and purposeful in that first week.
I need to balance relationship building with activities designed to help students understand the
procedures and rules. I also need to plan activities throughout the year.
Teaching productive behavior and the ethical implications of issuing consequences for
behaviors not taught:
I find that whenever I have unproductive behaviors and I stop to take the time to work with
that student or group of students to teach what the expectation is, why it’s important, and how
we work together as a team that the behaviors go away. That’s not to say they don’t return but
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it’s easier to manage when you focus on the behavior. In my school setting as a Title I school, so
often people focus on the child and not the behavior. My students are more receptive when I’m
willing to acknowledge that my expectation was unclear and that I want them to know what I
feel is best for our classroom learning environment.
If I have not established appropriate expectations then I am setting my students up for
failure and creating a classroom culture that is based on assumptions without any
understanding. Ethically, it is inappropriate to expect students to simply ‘know’ your
expectations for behavior when you’ve not taught them what you want. To meet out
consequences under those circumstances creates a classroom where no one is learning.
Adjustments and modifications to meet all students’ needs including students with
accommodations:
I work diligently to look at each objective I am focused on for instruction and evaluate
whether my students understand and can apply the material. When I can see something is not
working for students, I ask them for feedback – what did they like about that unit, what did
they not like, what helped them to learn. I recently attended a CRISS training where they
recommend you tell the students the different strategies and how they work when you are
having them use that strategy. I’d never really thought of saying “class, we are going to ThinkPair-Share now.” I implemented their recommendations and have been amazed at the response
from my students. They are excited about knowing what the strategy is and how it works. I’ve
watched them think about how they have learned the material and what they think worked
best to help them understand. It has focused my instruction, engaged my students in
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metacognition, and reduced some of the behaviors I was seeing – students wasting
independent work time and randomly getting up.
When a teacher does not make accommodations or modifications for students, whether
they have an IEP/504 or not, they put themselves at risk. Risk of having too many students
failing, risk of losing their job for not implementing legal requirements for a student, and risk of
losing the other students in the classroom who do not learn in a traditional manner. A teacher
is not doing their job ethically or legally when they do not accommodate students different
learning needs.
Overall, I’ve learned that my approach is right and that I ask the right questions to foster
a positive learning environment. I do need to be more purposeful and consider teaching
through modeling at the beginning those expectations of behavior for different learning modes
using our CHAMPS model. Ensuring my students are engaged, their behavior improves greatly
as well since they don’t have time to consider or think of doing anything other than take care of
class business. Since I have my students for ninety (90) minutes, instead of the normal forty-five
(45) as a language arts teacher that can be a challenge. The reminder to continue to re-teach
the expectations has also been extremely helpful.
Surprises and reflection of observation:
I was surprised by the fact that I call on the lower achieving boys more than my other
students. It was also interesting to find out that some of my students would simply check out
when I was talking to them about missing work even though I wasn’t perceiving it as a negative
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the students clearly were. As I was paying more attention to my tone as a result, I discovered I
have two students in another class that my tone changes when I talk with them – these are two
students are constantly off task. I realize that I need to be more aware of my tone and not just
what I say when talking with my students.
Individual unproductive learner:
This is part of one of my mini-interventions with a student. This student is quite capable
and yet consistently is low performing regardless of the assignment and time allowed for it. I
am not sure how I would approach this problem differently as I have been using the skills
learned in this class. In addition to more assistance for the student in class, I have worked with
the parents, counselor, and coaches to find what motivates the student as well as asking the
student. I think the only part I would change is not giving the student a full week to show
change with each additional accommodation.
Documentation and my behavior patterns:
I will be the first to admit that a lot of my documentation is in my head. My record keeping
needs to be improved. Even though I can take notes on my seating chart and do for
instructional purposes, my records for tutorials – who was asked to stay, who stayed, phone
calls home about tutorials – are abysmal. I keep a log of parent communication for each
student and if it was email, I keep the emails and put in their individual files. I do track my
students with accommodations (I only have one this year) to document that I have been
meeting the needs of the student. I need to be better at keeping student samples. The biggest
hindrance is time – between planning for instruction, tutorials, set-up for instruction, and
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grading it feels like there is not enough time in the day. I need to evaluate where I can be more
efficient so that I can have the documentation to show what I know about a student.
Reflect on the status of being a role model, professional code of conduct:
Teaching is a profession that is very public. Students regardless of the age watch what
you do more than what you say. If you show them you care, show them you work hard, show
them how by doing it yourself then they will learn it is important. As educators we put
ourselves in the position to be models for our students both in and out of the classroom. It is
merely a function of the choice of profession. Our state’s professional code of conduct contains
that educators be of good moral standing. While the exact definition is absent, teachers must
be aware that even when you are not in the classroom your behavior can be used to determine
your ability to be a teacher. I like for my students to know that I do have a personal life and
what I do in it is my personal business but that I conduct myself as I do in the classroom – I work
diligently to be genuine otherwise my students will think it’s acceptable to be one way at one
location and completely different in another and not in a good way.
Rewards and punishments in a management plan and it’s influence on my philosophy:
With students it’s difficult to determine whether rewards and punishments should be
included – is it bribery, is it setting students up to always look for extrinsic motivators? In the
end it is each teachers decision. My outlook is that there are natural rewards and consequences
in life and so my management plan should also have those same natural rewards and
consequences faced in an academic setting. I praise my students and will offer rewards for
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going above and beyond (just like at a job) with the rewards often being things the students
request such as time to talk, going outside for 5 minutes, and on occasion brining a treat.
Punishments are a bit more difficult to define. There are natural punishments for certain
behaviors – not turning in work/completing work results in low to failing grades, disrupting
others in class results in not knowing what you are supposed to do which results in low to
failing grades. However, there is also a need to maintain a certain amount of order in a
classroom environment so everyone can be successful. The school has consequences
established: 1st offense – warning, 2nd offense – call home, 3rd offense – assign detention and
call home, 4th offense – assign detention and call home, 5th offense – send to assistant principal.
All teachers when coping with behaviors that are disruptive and not resolved by redirecting the
student or calling home use these consequences/punishments. I add an extra component in
that I will reteach the expected behavior with the student so that we can prevent it from
occurring again at each stage of the process.
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Mini-Intervention 1
Behavior
In one class, I have a group of students who will get up to walk to the trash, wander the
room, move seats, and to stand by me. This can occur during instructional time, independent
time, or as we are preparing to leave. Due to the issue occurring throughout class, I’ve not been
able to pinpoint the reason. My class follows a readers/writers workshop model: warm-up,
mini-lesson, read-aloud, and independent work.
Intervention
The intervention I would like to implement is to teach my students the different types of
activities and then within each of those types what the expectation is for their movement
around the room. I need to establish the guidelines for the different learning modes in my
classroom. Our campus recommends CHAMPS as a model and I was going to implement that
concept in my classroom as it covers – conversation, help, activity, movement, and
participation for the different learning modes – warm-up, individual, teacher presentation,
group work, and tests.
Lesson Plan
I’ll start by reminding students it’s always good to review procedures. Each day for a
week I’ll introduce just one section and post the expectation in the classroom. We’ll have a
brief role-play with good examples and bad with a follow up on why the good examples work
best for that particular learning mode. By taking a week to review and implement each section,
it will be small steps with each success rewarded and allow students time to practice each small
step together cumulating into the full program. Having the procedures posted will give me a
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way to refer and reteach as needed. It will also work with the expectations we established at
the beginning of the year that I use to compliment the class.
Implementation and Evaluation
I can begin including this as a mini-lesson on Monday the 29th so that we begin with a
full week of instruction. We have testing this week, as well as I am out for professional
development. This allows time to print and create the posters this week. During this preliminary
week, I will note on my clipboard each instance of students moving about the room without
purpose. This will give me a guide to know if after implementation there is an improvement in
the kind of movement I see in the classroom. Each mini-lesson will follow the warm-up and will
be included in the exit ticket for the day.
Each day during the learning modes, I will compliment someone for specifically
following the new procedure we outlined for that day plus the others covered before it. I will
note on my clipboard the number of instances I observe of the behavior I am trying to correct.
The exit ticket will help evaluate if the students understand the procedure expectation for each
learning mode.
Reflection on Effectiveness
After teaching the specific expectations for each learning mode, I monitored my class for
changes in the unwanted behaviors. The mini-lessons themselves were well received and
understood based on the responses on the exit tickets. The particular behavior that I was
looking to correct has reduced significantly and is now only occurring 10 times per week instead
of that daily. The difficulty in this data lies in that I’ve also changed other things in my
classroom to keep my students actively engaged and on-task. While I know having taught the
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specific expectations has made a difference, I’ve also been modifying how I teach to support
the way my students learn.
Mini-Intervention 2
Student CE
Accommodations
Implemented
To Be Completed
Speech Only
This student receives speech only services and has no academic modifications.
Student CS
Accommodations
Study Guide 3 days before
Implemented
To Be Completed
Yes
test
Dyslexia Accommodations on
Yes
Test
Extra 20 minutes to complete
Yes
testing as needed
Read test aloud as needed
Yes
This student is dyslexic and receives minimum academic accommodations as noted
above.
Assessment of Meeting Needs
For CE there are no required academic accommodations but I give him extra time to
respond and ensure that he gets partnered with someone who gives him time to respond. CS is
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dyslexic with excellent comprehension skills as a result of his other academic accommodations.
He is however very disorganized and had difficulty note taking. I provide him with notes to help
him be more effective in class and helped him afterschool to find a way to keep all his work
together and not get lost.
Intervention
CE still struggles with staying focused in class. While this is not part of his
accommodations, it does cause him to have difficulties in class with his work. I have been giving
him copies of the class notes to make it easier for him to copy material, something he struggles
with, but it is not as effective as I thought it would be. I need a better way to help him stay
engaged in class. Instead of giving him full copies of the notes, I will give him partial notes only
so he will have to remain focused during instruction.
Implementation and Evaluation
I will begin by working with Caleb to understand the expectations for his participation in
class. I will continue to provide him with notes but giving him more opportunity to record
information. This will help hold him accountable for his own learning and give him note taking
skills at the same time. Our notes are taken inside the reader/writer notebook and I will be able
to evaluate the effectiveness of this strategy by looking at his notes in the book.
Mini-Intervention 3
Student Name: CS
MR Junior High
7th Grade
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11/25/2012
Describe the specific behavior observed, frequency, and setting:
CS is often observed with his eyes closed, head resting on his hands during instructional
times. This behavior is observed shortly after class begins and he has sat down at his desk. This
behavior has increased in frequency to be a daily occurrence for each of the two class periods
he is with me. This student sees me for 6th period and 8th period every day.
During class activities that require students to participate with their partner he is
observed staring into space. This behavior has also increased in frequency. This is in contrast to
the passing period between classes when he is alert and socializing.
When CS has his eyes closed it is typically during the warm-up when students are
working on practicing something from the day before and when we are taking notes for the
days instruction. (Instruction is limited to 5 minute intervals by the workshop model – at most it
has run to 10 minutes.) He is staring into space when he is to be working with his partner to
complete a brief learning task together. The work ranges from practice of small chunks of
information with low to medium difficulty. Writing is often required in their journal to complete
these activities.
Trigger: what has happened immediately before and after:
He gets his journal and sit down upon entering class, he is talking with his friends and
the bell rings for class to begin. This is when I see him staring into space, I stop and remind him
to open his journal and start on the warm-up. After I’ve taken attendance, if he is still staring
into space, I quietly ask if I can help in some way. His response is always in the negative. We
have a share of our responses to demonstrate understanding and generate questions then it
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leads into the instruction. The lights are turned off, instructions for note-taking are given (we
are learning to take effective notes) and we cover a few slides, stop and partner work to
practice and share, then a few more slides to reinforce the skill with more partner work to
practice and share, followed by independent practice. I’ve observed CS close his eyes when the
lights go off. I do know that he is an auditory learner and will provide him a copy of the notes
(he knows this as well). It is the lack of participation in the partner work that is concerning. He
does not complete the required notes, or practice as a result.
Function the behavior is serving the student
Ultimately, he does not complete the assigned work.
Interventions already attempted to modify his behavior
He has a peer mentor to help him stay on task, he is seated at the very front of the room
to prevent distractions, after-school tutorials, hard-copy of notes to put into journal, partial
notes to put in journal, ability to get up to splash cold water on his face, and the ability at any
time to get up and move to help him wake up. I’ve worked with him during tutorials to get
organized for all his classes with a binder so he has a place to keep all his class papers as well as
content review. I have contacted the coaches requesting their aid as well as the parent. The
parent is happy for him to stay every day available for tutorials.
What changes in the classroom can be made to reduce the need for the behavior
Provide him the means to discuss the material for credit instead of having to write
everything, writing is a struggle for him although he can do it and is a very effective writer. I
also need to consult with him to see if he thinks there is a solution as well – I firmly believe that
he must be part of finding a solution or it will continue and repeat itself.
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What interventions do you believe would be most helpful
I think allowing him to type his information would be helpful so he is not focused on the
writing aspect. He has to practice which in my class means reading and writing to demonstrate
mastery. That and seeing what I can do to have the lights turned on and off so as to not
encourage him falling asleep (he has shared that he is tired when he gets to the end of the day).
Perhaps finding him a more vocal partner would also be of service, this behavior has also
increased with the change in partners. (I like to have students work with different people that
they may not normally interact with.)
Implementation Plan
Upon returning from the break, I need to make the following changes and monitor:
reassign his previous partner, make sure that the lights are turned on for partner work during
the instructional times and give him his notes before the lesson begins instead of after. Monitor
for two days to see if there is an improvement. Also, consult with parent to arrange for regular
weekly tutorials so that I know he gets the time and practice that he needs to be successful –
even if it is only for 30 minutes once a week. If improvement is noted, then continue for
remainder of week and school year. If improvement is not noted, see about writing using the
computer for assignments and consult with CS for his suggestions to help him learn – he is very
astute and getting better at identifying how he learns best.
Implementation and Evaluation
CS is an intriguing student. Upon returning, I called home and discussed with the parent
ideas to support CS and all were acceptable. CS’s previous partner does their best but CS still is
not responding. Having the notes in advance to put in the notebook has been helpful but CS still
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does not complete the smaller in class assignments nor does he use the computers as an
alternative. I have now started a ‘behavior plan’ with three goals that we check each day –
complete warm-up, complete class assignment, complete exit ticket. With rewards that are
readily available at school upon completion of a day (Maverick Buck – school-wide reward
program) and a week (lunch outside with friends and me). So far that is also not working. When
I ask him what does he need to do, he responds do my assignments; when I ask what do I need
to do to support him in that, he responds nothing.
Annotated Bibliography
Frey, A., & Doyle, H. (2001). Classroom Meetings: A Program Model. Children & Schools,
23(4), 212-22.
In this article Frey and Doyle showcase a sample framework for classroom meetings.
Beginning with student understandings of “I” messages to begin the process of problem-solving
in a social environment. Teaching students to take on responsibility for solving the daily
problems they face with their classmates.
Little is addressed in this article on the positive impact this model will have on the
development of classroom rules and expectations.
Kaveney, K., & Drewery, W. (2011). Classroom Meetings as a Restorative Practice: A
Study of Teachers' Responses to an Extended Professional Development Innovation.
International Journal On School Disaffection, 8(1), 5-12.
Kaveney and Drewery focus on the model used in New Zealand to promote improved
discipline. They found that class meetings have the biggest impact. Meetings occur with
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everyone in a circle showing that teacher and student are all equals in the meeting. Their
meeting system consists of four rounds: what issues are affecting learning/teaching in the
classroom, effects are discussed, examples of what it would be like if the issue was not present,
and a commitment from everyone to participate in resolving the issue.
They further showcase the feedback from teachers and students on how this process of
classroom meetings helped them to both teach and to learn. The outcomes were positive from
the participants. The benefits were increased learning and improved environment. While there
was little discussion about the time to get this program working, it does lay out very clear
benefits of classroom meetings as way to engage students in the process of problem-solving
behavior and procedures in the classroom.
Coffey, J. H., & Horner, R. H. (2012). The Sustainability of Schoolwide Positive Behavior
Interventions and Supports. Exceptional Children, 78(4), 407-422.
Coffey and Homer look at the use of Positive Behavior Interventions and Supports (PBIS)
and its benefits at a school-wide level. They reinforce the effectiveness is only sustained when it
is school-wide from the teachers to the administrators with continued instruction and review of
what is working. The keys are that the behavior expectations are defined, expectations are
taught, an ongoing reward system, system for responding to behavior violations, and a system
of monitoring. The article does a nice job of explaining this model and giving guidance for
implementing a school-wide program but does little to address the benefits of having such a
system in place.
I’m interested in this model as my school uses this idea and I’ve found a school culture
that is positive and students feel safe.
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Canter, L. (2006). Classroom management for academic success. Indiana: Solution Tree.
Canter addresses how to not only start the year right setting expectations and beliefs
with students but also ways to implement strategies after the year has begun and changes need
to be make to improve management. Cantor covers communicating explicit directions,
complimenting students with specifics, correcting behavior, building trust with students and
parents, and then providing suggestions and examples for every type of activity and transition
you may encounter in your classroom. It is a comprehensive reference for managing a
classroom. It is a great resource for starting the year to develop a clear and explicit
management plan. What is missing is lack of involvement of students in the process and is all
teacher driven.
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Philosophical Foundation
My classroom management philosophy has not changed but been enhanced by this
course. I strongly believe that the initial management of rules and expectations is a
collaborative process between the students and myself. This allows students to recognize that
they are a part of the classroom environment and their input is vital to the success of the
classroom as a whole. I am the facilitator, the guide in the room both from a behavior as well
as an academic standpoint. Providing a guiding principal such as creating responsible life long
learners or students owning academic responsibility (even both) will help both students and
myself remain focused on that ultimate goal beyond just passing a course. (Sornson, 2005) It is
further evidence of the expectations generated together as well as a reminder – keep the focus
on the students and then how I can support them be successful.
I believe students should be taught the expectations and procedures and just because a
student makes a mistake doesn’t mean that they are willfully or intentionally breaking those
classroom norms but that they do not actually understand how that translates into behaviors
and actions. Before consequences are issued, I take the time to reteach and explain. Having the
student repeat in his or her own words their new understanding and provide an example of
how they can handle the situation next time. Once understanding has been established then
consequences can be issued. (Jones & Jones, 2013) It is my responsibility to ensure that
unproductive behaviors are given a new productive behavior pattern to the best of my abilities
and the students.
Ultimately, it is the collaborative process of give and take between my students and
myself that creates an environment where mistakes can be made and learned from both
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behavior and academic that builds trust and respect. That trust and respect creates an
atmosphere of learning and the recognition that we all learn.
21
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Classroom Management Plan
Seating Chart
My seating chart changes every six weeks. I move students from large groups to small
groups and back again. Classroom dynamics and student needs determine the arrangement of
the classroom.
Currently, my classroom is arranged as follows:
Entrance
Teacher
Smart Board
Note all supplies, classroom library, and storage is along the wall on the right side of the room.
Rules and Procedures
During the first week of school my rules and procedures are developed with each class
on a foundation of our school’s philosophy referred to as “The Maverick Way” which outlines
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specific and clear actions of students to be safe, civil, and productive in the environments they
find themselves in, including the classroom. With each class we discuss expectation of
academics and behavior as well as expectations they have of myself as their teacher.
Procedures are gone over and practiced on everything from turning in work, fire drills,
walking around the room, group work, independent work, etc. (Marzano, Marzano, & Pickering,
2003) As needed, they are addressed again or changed to accommodate students.
By the end of the second week, posters are created and located around the room as a
social contract between the students and myself. They are referred to and covered again each
six weeks as a reminder and teaching opportunity.
Typically, rules contain the following:
1. Listen to others speak
2. Keep hands and feet to self
3. Raise your hand
4. Use manners
Students often will come up with additional rules for the classroom such as respect and
we spend time defining what that looks like and sounds like so they develop clear and concrete
ways to recognize what respect means in the classroom.
Discipline Plan
The discipline plan is very simple and also contains a reward system as well for positive
behaviors. The first occurrence is a warning, the second a phone call home, the third time an
after-school detention and phone call home, the fourth time another after-school detention
and phone call home with an email to the assistant principal, the fifth occurrence is referred to
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the assistant principal. (Marzano et al., 2003) With that said, if the expected behavior has just
been taught or has not been taught then the warning also contains a mini-lesson on what the
expectation is and how to achieve it. This mini-lesson also includes the student explaining how
they could handle the situation should something similar occur again.
Special education learners will follow their IEP guidelines for discipline. If a student has
additional accommodations regarding behavior those will be implemented and followed. If a
student does not have behavior modifications as part of their plan, initially they will follow the
same consequences as everyone else while monitoring their behavior to see if additional steps
need to be taken or changes recommended to the IEP.
Accommodations
Students with IEP’s, 504 plans, ESL students, RtI students are all given to us at the
beginning of the school year, within the first three weeks. I sit down and evaluate each
student’s accommodations as they apply to my content area and will develop a checklist of
items that need to be done for the student. Each student needs to have a log created to
document the accommodations met and followed. This is a necessary component to show that
a student is receiving the needed accommodations to make them successful in a general
education classroom.
This documentation is in keeping with the different laws for special education, 504, and
ESL students. When a committee makes the determination of the accommodations needed for
a student it is the responsibility of the teacher to document the use and implementation of the
accommodations for the student should any questions arise about the student’s progress. It is
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also a matter of law. The accommodations are a legal requirement for that individual student
and it would be careless to not document the implementation of the accommodations.
Learner Conflict Resolution
When there is a group of students gathered together, there will at some point be
conflict between two of them. The first initial step when students are not getting along is to
first separate them followed by a conversation individually on handling differences with
classmates. Helping the student to develop strategies to cope with a student they disagree with
such as spending time apart, telling the other student that you need space, requesting a seat
change, to walk away, and to see the counselor together to resolve. This has worked with the
majority of my students for their time in my classroom. It does not unfortunately, always
translate once they leave the class to apply the same strategy when they are in other places on
campus.
If a situation arose where students were not able to peaceably resolve a conflict in class
but continued to argue and disrupt the class, they would be sent to the counselor to work out
their differences and I would ensure that they did not have group work together or sit near one
another to minimize their interactions. Once students decide to become physical, it is an
automatic referral to the assistant principal for their grade level. I have had so little experience
with students engaging in conflict in my classroom that I’ve never moved past a simple
separation.
Lesson Plans
My management plan will be covered over the first 3 weeks of school. Where the first
week is more intensive with team building activities and direct instruction of rules and
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procedures with the following two weeks containing reminders. Then with each new 6 weeks a
mini-lesson review will be conducted as a refresher of the rules and procedures for class as well
as making any adjustments to meet the needs of the students.
Day 1 – Introductions, Icebreaker activities, First Day of School Info, and discussion on
the importance of the classroom environment – rules, consequences, behavior and academic.
Day 2 – Icebreaker activities, team building, discussion of expectations in the Maverick
Way and how can we create some ‘rules’ for the classroom from that. Work in teams to
develop ideas then back to whole group for development of the rules for the class. Discussion
continues that expectations work both ways – student to teacher and teacher to student.
Students work in teams to develop some ‘rules’ for me to support them in their academic life.
Consequences are standard for the school and they are posted at this time with the reminder
that all behavior expectations will be taught first.
Day 3 – Icebreaker activities, team building, discussion, posters for rules, consequences,
and expectations of class and myself created and posted, discussion of procedures – what they
are and what purpose they serve. Introduce CHAMPS.
Day 4 – Icebreaker activities, team building, continue CHAMPS lesson.
Day 5 – Icebreaker activities, team building, bringing it all together: rules and
procedures for behavior and academic. Post theme/motto – Creating responsible life-long
learners and discuss what that means. Quiz on rules and CHAMPS.
Day 6-10 – General instruction is expected to begin. This first day is the outline of the
procedures in action. Every aspect of the class is highlighted with the procedure associated with
it – CHAMPS.
CLASSROOM MANAGEMENT PLAN
Days 11-15 – Instruction continues with mini-lessons to continue to grow the
relationship with students and the behavior as well as academic expectations.
Each 6 weeks – Update rules and procedures as needed for student success.
Building relationships and using emphathy.
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CLASSROOM MANAGEMENT PLAN
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References
Fay, J., & Funk, D. (1995). Teaching with love and logic. Golden, Co: The Love and Logic Press
Inc.
Jones, V., & Jones, L. (2013). Comprehensive classroom management: creating communities of
support and solving problems. Boston: Pearson.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
research-based strategies for every teacher. Alexandria, VA: ASCD.
Sornson, B. (2005). Creating classrooms where teachers love to teach and students love to learn.
Golden, CO: Love and Logic Institute, Inc.