Jessica Allan
EDUC 392:
Discipline and Classroom Management (K-9)
Professor Evans
Classroom Management Plan
April 19, 2012
Table of Contents
Classroom Management Plan Components
Philosophy
Opening Letter to Parents
Classroom Management Goals
Classroom Procedures
Classroom Rules
Classroom Management Program
Room Arrangement
Community Building & Connections
References
Page
Tab 1
Tab 2
Tab 3
Tab 4
Tab 5
Tab 6
Tab 7
Tab 8
Tab 9
Philosophy
It has been said that “the more effective the teacher, the more successful the students”
(Wong, 2009, p. 22). For a teacher to be effective they have to take over many roles including
instructor, mentor, nurse, referee, friend, and more. To occupy all of these roles the effective
teacher also needs to be an “innovative planner, exceptional classroom manager, adept critical
thinker, and competent problem solver” (2009, pg. 22). An effective teacher most importantly
needs to have a solid management plan because without it the classroom will not run smoothly
or be the a postive learning environment for students. Having that management plan in place
and known by everyone in the classroom is crucial because it allows the teachers to teach and
the students to learn (Kagan, 1994). By developing a management plan now I believe when I
am in the field I will have the tools I need to be an effective teacher and ultimately help my
students to succeed.
My philosophy has developed from what I have learned throughout my college career,
read from the theorists Kagan and Wong, seen and experienced in the field, as well as what I
have experienced as a student. I believe that while it is the teacher’s role to facilitate every
aspect of the classroom it is also important to have procedures that become routine where the
classroom can essentially run itself. Structure and easy to understand routines are very
important to help aid in the consistency of the management program. In my classroom there
will be a stressed balance of being part of a community as well as being an independent
individual. My classroom will be based off what Kagan calls “Cooperative Learning” where the
classroom is more student-centered and focuses on learning through working with others and
being involved physically, through doing, with the learning process (1994). Because of the
switch from traditional teaching styles to that of Kagan’s cooperative classroom there is also a
switch of what areas of classroom management the teacher will need to focus on. The core of a
management plan that is devoted to a cooperative learning classroom includes: “seating
arrangements, noise level, giving directions, and methods of shaping the behavior of groups”
whereas in a traditional classroom there is more of a focus on keeping students from talking
and interacting with each other (1994, p. 7:1).
In order for a class to grow and succeed there needs to be a positive and supportive
community between the students and the teacher, like that mentioned in Kagan’s Win-Win
Disclipline. When each student feels that they are an important part of the classroom the class
as a whole will flourish. To obtain that community in the classroom students need to be
considerate and respectful of each other at all times. Because my philosophy focuses so much
on students interacting with each other they will need to have the skills to work effectively and
efficiently with others. However this is something that does not come naturally to students but
instead needs to be taught. “Simply placing students in groups and telling them to work
together does not, in and of itself, produce cooperation” (Johnson, 1990, pg. 29). Cooperation
is taught by modeling and scaffolding cooperative behaviors to students until they are able to
work together effectively on their own.
While working together is a big part of my philosophy students also need to be
independent and responsible for their own actions. One of my biggest pet-peeves in the
classroom is students telling on each other. Instead students should be able to step up and
admit what they did was wrong. It is important for students to learn to take responsibility for
their own actions whether they are good or bad. I will also promote and expect students to be
able to talk it out with the other student(s) they are having a problem with instead of coming to
the teacher to tattle right away. Students in elementary school are capable of using their words
to talk problems out and solve them, I know this is true because I work at a child development
center and I have seen work with children who are in pre-school. Students will also be held
accountable when it comes to their school work. It is important for the students to realize that
they are the ones in the class, not their parents, so it is the student’s responsibility to make sure
that homework is completed and returned back to school and not blame it on their parent or
guardian. “Students in a well-managed classroom find it intrinsically rewarding to take
responsibility for their own learning and prosocial development” (Kagan, 1994, p. 7:10).
Students need to learn to be responsible for their actions as young as possible because
responsibility is something that is not going to go away as they get older.
As stated before my classroom will be student-centered and this means that I will not
only need to plan my lessons and activities around the needs and interests of my students, but
also alter my classroom management plan to better fit the needs and interests of my students.
If I have consequences or rewards that go along with my classroom rules that students do not
care about then it is pointless to use them in the classroom. It is my job as the teacher to make
accommodations to help externally and internally motivate students to want to learn and thrive
in the classroom and in life as well.
Dear Students, Parents/Guardians,
Welcome to Ms. Allan’s 3rd grade classroom! I wanted to take
this opportunity to introduce myself and let you know that I am
very excited to get to know you and have a happy and successful
school year!
I am a recent graduate of the University of St. Francis with a Bachelor of Arts degree in Special
Education. I also have an endorsement in Elementary Education. I have worked as a teacher at a
child development center and have field experience teaching students from pre-k through 3rd
grade; however this is my first year as a full-time teacher.
There are several classroom policies that I will be sending home throughout the first couple
weeks of school so you and your student can become acquainted with them for the year. I am a
strong believer that if there is positive communities within the classroom it will help promote a
better learning environment for the students. There will be a zero tolerance policy in place
against bullying. I have attached a classroom behavior contract that I would like both you and
your child to sign and return to school tomorrow.
In order to make this year a success there are a few classroom goals that I have set for the
school year. First, the classroom is a place where every student should feel safe and welcome.
Students are expected to respect each other at all times whether they are in my classroom or
not. The second goal that I have is students will be expected to be responsible for their actions
positive or negative. Please keep these goals in mind throughout the year to help make it a
successful one!
I will be staying in contact with you throughout the year about your child’s progress in school. I
will also be sending home a weekly newsletter on Monday of every week updating you on what
we will be accomplishing that week, upcoming events, and any other important information. If
you ever have any comments, questions, or concerns please feel free to reach me by phone
(815-555-5555) or email [teacher@school.org]. I will do my best to answer as soon as possible.
Sincerely,
Ms. Allan
Behavior Contract
Our class will be spending a lot of time learning and practicing appropriate
behaviors and cooperating with others. Every student will know what is expected
from him/her and will be held accountable for their actions. Verbal or physical
abuse of peers will not be tolerated, ever. Please read the statement below. Both
you and your student will sign and agree that you have read and understand the
behavior contract.
I, ______________________________________ understand that I am to treat all
of my classmates with respect every day of the school year whether I am in Ms.
Allan’s class or not. I will follow the Golden Rule and treat others the way that I
want to be treated. I will think about my actions and their possible consequences
before I act.
__________________________________
(Student Signature)
Date: ______________________
__________________________________
(Parent Signature)
__________________________________
(Teacher Signature)
1. Provide a safe environment for my students that promote academic and social
growth.
My main goal is to provide a safe learning environment for all students. I want every
student to feel that they are respected and valued as part of the community with in the
class. We will follow the golden rule which is to “treat others the way you want to be
treated”. There will even be a poster of it in the classroom as a reminder. The students
will be expected to respect everyone’s opinion even if it is completely different from
their own. This is very important to learn now because they will always be around
people who have different beliefs and values than themselves. They will need to know
how to accept these differences and not degrade the other person because of it. If a
student does feel that they are not being respected or a valued part of the classroom
community we will have class meeting. Here students can voice their thoughts and
feelings, while leaving out names of students and instead talk about the action and how
it affected them. The students will offer support for the student who is talking and even
give advice as how to solve the issue.
Every week a different student will be chosen as the “Star Student”, every
student will receive this position. At the end of every week each student in the class will
write something they like about the “Star Student” or something the “Star Student has
done for them on a star cut out and give it to the student. These star cut outs could
have sayings on them such as “You are nice” to “You made me laugh when I was sad”.
These will help strengthen the community feeling between the classmates because they
will be able to see that they are cared about and liked by the other students in the class.
To help build the trust and comradery within the classroom there will be a lot of praise
given to students not only from the teacher but other students as well. This praise could
range from individual’s saying “good job” or “I knew you could do it” to whole class
praises with the use of Kagan cheers. By having that respect and closeness in the
classroom students will feel safe and in return it will promote academic and social
growth.
To: ___________________________________________
2. Teach procedures in the classroom so well the class would be able to run it self.
It is very important for students, especially those in the younger grades to have
structure and routine. It is my goal to help students learn the procedures of my
classroom so well that it will become routine for them. The procedures I teach them
could be as simple as how to walk to the carpet for read aloud or as important as
tornado or fire drills. In any situation I want my students to feel confident in knowing
what they should be doing, and ultimately if I needed to step out of the room for a
couple minutes that the classroom would essentially run itself. An example of this that I
saw in my IFE classroom that I really liked was when the principal came over the
announcements and said “Code blue, code blue.” I did not know what a code blue was
but the students calmly and quietly got up and walked the corner of the classroom
where the teacher’s desk was, moved everything out of the way, and sat down. Seeing
that really amazed me because I am in a classroom with first graders and I would expect
them to be loud and run, but they did not.
I will show and talk about procedures the first couple weeks of class and repeat
those many times to help students remember them. By showing the procedures
multiple times to the students they will hopefully complete the procedures without
even thinking about it. By having a classroom where students know the procedures it
will run smoother, cut down on distractions, and make the classroom less stressful for
both the students and teacher. While teaching a lesson students are constantly getting
up to get a tissue, throw something away, or sharpen a pencil.
At the beginning of the year I will go over procedures such as in the morning I
will call students by table to trade in their broken/not sharpened pencils into the cup
labeled “Broken” and get pencils from the cup labeled “Sharpened” (always having two
pencils at their desk) or that they may only throw things away during transition times so
they do not distract other classmates who are trying to work. By showing the students
these procedures and training them to complete them I will be able to get through a
lesson and stay on track because students will know what they should/need to be doing.
Even though in the beginning it may seem like teaching the procedures over and over is
time consuming ultimately it will be a time saver because there will be less distractions
and questions about the procedures of the classroom.
3. Students will be encouraged and expected to be independent thinkers and learners.
Even though I want my classroom to be a close community and a place where students
can work together and feel comfortable with each other, I also want them to be able to
be independent. My final goal for my class this year is to have a classroom where
students can not only work and grow together, but also be able to make decisions and
learn on their own. It is very important for students to take responsibility for themselves
and their learning. They will not be able to rely on other people their whole life and I
think it is very important for them to learn independence at a young age. One real-world
example of students needing to learn individual accountability and responsibility comes
from my experience in my IFE classroom when a student forgets to bring their
homework or complete an assignment and their reasoning is “My mom forgot to put it
in my folder” or “My dad didn’t check my folder to see if I had homework”. It is
important for the students to understand why it is their responsibility to make sure
homework is completed and returned to school. Students will also be given different
options for projects (examples include: a paper, picture book, or model). This will not
only help make sure the assessments are valid and reliable by offering projects that
coincide with the different learning styles of students, but it also gives the students the
independence and responsibility to choose what option they feel they can best
complete. This will also help make them aware of the learning style they best thrive in
and also acts as a self-reflection for the students. When turning in projects or bigger
homework assignments students will be asked to do a self-reflection. They will have to
reflect on what they did well on this assignment and what they could have done
better/what they would change. By completing this reflection the student will be able to
better understand themselves and can focus on what they need to do to become a
better student and this will lead to more independence. I will expect students to take
responsibility for them and not try to blame other people if something is not completed
correctly or at all. Independence is something that they will need their whole life and I
believe that by introducing it earlier rather than later will be very beneficial to them
academically and socially.
Classroom Procedures
Classroom procedures and routines are an essential part of having a well-managed
classroom. Wong states, “The number one problem in the classroom is not discipline; it is the
lack of procedures and routines” (Wong, 2009, p. 165).These procedures need to be modeled
and taught within the first week of school to remain effective throughout the year. It is the
goal for classroom procedures to become routine enough that students will complete them
without instruction or guidance. According to Wong (2009,)by having procedures and routines
become second-nature for the students it allows for less confusion and wasted time in the
classroom and more time for instructional time and other activities. Classroom procedures are
as follows:
Sharpening Pencils: In my classroom, I will have two cups with extra pencils in them. Students
will have two pencils in their tool bin at all times to prevent students from constantly needing
to sharpen their pencil. As stated before there will be two cups, one will be labeled
“Sharpened” and one will be labeled “Broken”. In the morning students will be called by table
to come swap their pencils that are broken or dull. They will put the broken or dull pencil(s) in
the “Broken” cup and take one or two pencils from the “Sharpened” cup. By having all students
swap pencils in the morning this will help cut down interruptions of students needing to get up
and sharpen pencils. If both of a student’s pencils break or become too dull to write they may
raise their hand and ask to swap their pencil and I will give them permission to swap their pencil
if I am teaching. If I am not teaching the student is free to get up and exchange their pencil.
Everyday day there will be a different student who is the “Star Student” and it will be their
responsibility at the end of the day to sharpen the pencils in the “Broken” cup and place them
in the “Sharpened” cup.
Teaching the routine to students:

On the first day of school, show students where the pencil cups are located.

Explain that students will have two pencils in their tool bin at all times.

Explain that every morning students will be called by table to sway dull or broken
pencils.

When their table is called students will bring their broken or dull pencil(s) and place
them in the “Broken” cup, then they will take a pencil from the “Sharpened” cup.

The teacher will model how to swap out pencils.

Explain that if later in the day both of their pencils are broken or are too dull to write
they may raise their hand and ask to swap their pencil(s).

At the end of every day the “Star Student” will be responsibility to sharpen all of the
pencils in the “Broken” cup and place them in the “Sharpened” cup.

Explain this procedure will help reduce interruptions during instructional time.

Repeat explaining this procedure every morning for the first week or two weeks of
school if needed.
Lining Up and Walking in the Hallway: Students will be called by table to line up, with the
exception of the “Star Student” who will be the line leader. Students will be expected to stand
quietly in a single file line facing forward. If a student is talking, getting out of line, or cutting
they will be sent to the end of the line. Once all students are standing nicely and quietly in line
we will be ready to walk in the hallway. When walking in the hallway students will be expected
to follow the expectations of remaining quiet and walking in a single file line. Running, jumping,
or touching other classmates while walking in the hallway will not be tolerated. Also while
walking in the hallway students will stay on the right side of the hallway at all times.
Teaching the routine to students:








Explain that when lining up the “Star Student” will be line leader and then students will
be called by table to line up.
Model how students should be in line and in the hallway.
Have students line up, no “Star Student” will be assigned for the first week instead have
the student closest to the door be the line leader and then call students by table to line
up; once they have lined up correctly have them sit down again.
Have students line up again (at least 3 times) until they show they can successfully line
up and then walk into the hallway.
Show students the right side of the hallway and explain we always walk on the right
side.
Students will practice walking in a straight quiet line down the hallway.
Have students practice walking in the hallways until they show they can successfully
walk in the hallway.
Procedure will be revisited when needed.
Handing in Papers: In my classroom, I will have two bins for students to turn work into. One bin
will be labeled “Homework” and the second will be labeled “Done”. When students arrive at
school in the morning they will place any homework that is completed in the bin labeled
“Homework”. This will save time in the morning instead of having to collect homework from
each student. Throughout the day any worksheets or assignments that are completed will be
placed in the “Done” bin. Before placing any homework or worksheets in either bin students
will need to check to make sure their name is on the paper. Any paper without a name will be
placed in the “No Name” folder next to the “Homework” and “Done” bins and it will remain
there until it is claimed.
Teaching the routine to students:

On the first day of school, show students where the “Homework” and “Done” bins and
“No Name” folder are located.

Explain that after students walk in the classroom they will take homework out of their
folder, check their name is on it, and place any homework from the previous day in the
“Homework” bin.

Explain to students that placing homework in the bin at the beginning of class will help
save time and allow for more instructional or free time depending on the day.

Explain that throughout the day after completing worksheets or in class assignments
they will again check to make sure their name is on the assignment an then place it in
the “Done” bin.

At the end of the day the teacher will collect all papers from the “Homework” and
“Done” bin and check for names, if a paper does not have a name it will be placed in the
“No Name” folder.

Explain that students will need to check the “No Name” folder if they do not get back an
assignment, but know they turned it in.
1. Respect others, yourself, and property.
2. Follow directions.
3. Inside voices in the classroom.
4. Raise your hand to speak or leave your seat.
5. Always try your best!
If YOU Choose to Break the Rules…
First Time:
Warning-Name written on the board.
Second Time:
Teacher gives verbal warning-student flips card to yellow (Reminder to
the student to make a change in their behavior).
Third Time:
Student flips card to red-Stay in from Recess
Forth Time:
Student flips card to purple-Phone call home.
Fifth Time:
Student flips card to orange-Sent to Principal’s office.
Severe Disruption:
Student flips card to orange-Immediately sent to Principal and phone call
home.
Classroom Management Program
My classroom management program, like my philosophy is comprised of management styles
that I have observed and learned through IFE and my methods courses. It is also greatly influenced by
the theorists Dr. Spencer Kagan and Harry Wong. I strongly believe that teacher and students need to
work together as a team to achieve more within the classroom and this is supported through researchbased best practices in Kagan’s Win-Win Discipline. In using Kagan’s Win-Win Discipline I will better be
able to focus on individual students and their needs and how we can work together to solve any
problems that occur. Students will also have more power within the classroom such as developing their
own set of classroom rules and steps for discipline to be taken if rules are broken. I will guide students
towards certain rules and dismiss those that are not practical for the classroom, but overall it will be the
student’s opportunity to create those rules. I will also be using incentive programs to encourage positive
student behaviors as well as a more productive learning environment for everyone. I will have both class
and individual incentives. The incentive program will also help encourage and support my classroom
goal of encouraging students to be independent thinkers and learners. Students will be responsible for
their actions, positive or negative.
It is important for my management program to reflect my students. I want them to know that
we are both on the same side and I value their opinion and voice in the classroom. I believe that by
having them help create such as essential part of the classroom it will increase the trust and community
within the classroom. Student choice will also be big part in other areas such as choosing projects or
what books we read. The more choices the students are able to make the more motivation they have to
succeed.
Rules: As stated before the rules for the classroom will be created by both the students and the teacher.
Students will have the chance on the first day of school to create a list of rules that they feel should be
followed in and out of the classroom. While there are certain rules that I want in my classroom, to help
it remain well-managed, I will first let the students decide. After students have decided on the rules they
would like I will add in and/or explain the rules that I would like in the classroom as well, if not already
created by the students. After I introduce my rules, we as a class, will decide on no more than five rules
for our classroom. The rules are both general and specific and for those that are general I will explain
examples that would fit into those rules. For example the rule of “Respect others, yourself, and
property” could include behavior issues such as ripping a book, saying mean comments to other
students, not talking while the teacher or another student is talking, and even being polite to other
teachers and staff.
The rules chosen are things that students should already be capable of doing when in a
classroom. The negative consequences of the rules that are broken similarly will be decided by both the
students and the teacher, but with more structure and input on my part. In the classroom there will be a
poster of both the rules and the negative consequences to be a constant reminder to students of what is
expected of them. When students choose to break a rule, consequences or penalties will be
implemented. It is also essential for the class to “come to an understanding that their actions or choices
result in consequences” and they can be positive or negative (Wong, 2009, pg. 153).
I will be using colored flip cards as a visual representation of each student’s behavior in the
classroom. Student’s names will not be written on the front; instead their number in the class will be
used. The first offense of the rules is a warning where the students name is written on the board. I will
walk over to the student and inform them that I will be writing their name on the board and explain
why. I think this will be more effective than verbally warning them in front of the whole class because
that can be embarrassing or cause the student to act out more. After a verbal warning is given if the
student continues to violate the rules they will flip their card to the next color. Every time a card is
flipped there is a consequence that goes along with it such as calling home or sent to the principal for
severe disruptions. There will be a total of five different colored cards for each student. If rules are
continued to be broken by the same student over and over parents will be contacted to set up a
meeting to make a possible behavior plan for the student if needed. The only exception is if a student
does something that is significant or dangerous to themselves or others in the classroom, such as
fighting, using foul language, or throwing a pair of scissors. In this case the student will flip their card
straight to orange and will be immediately sent to the principal’s office and their parents will be called.
Behavior/Incentive Plan: Every school day students will flip their cards back to green and start fresh.
Students will be reminded of the rules and consequences as often as needed. In my classroom there will
be both class and individual incentives. The class incentive that will be implemented is through the use
of colored Popsicle sticks in a jar. Written on about 25 sticks will be different class incentives, while most
are blank (about 75-100). The incentives included could be: show and tell time, dance party, dress up
day (sports day, pajamas, etc.), or watching a video (YouTube, science, social studies). I will pick one
stick before lunch and one at the end of the day only if the class has had great behavior for the day. If a
stick with an incentive is chosen, the class will get to do that activity within a week. If a blank stick is
chosen it is placed in a baggie, and when 20 blank sticks are collected they will be allowed 15 minutes of
free choice. The use of a class incentive will be both intrinsic and extrinsic motivations because the
students are not only affecting themselves if they do not follow rules; they are affecting everyone else in
the class.
My individual incentive program will last for one week at a time and is called Golden Ticket.
Every time a student shows a positive behavior or does something nice for another student they will
receive a golden ticket. At the end of the week students are able to cash those tickets in for prizes.
These prizes can include: erasers, pencils, stickers, homework passes, desk decorations, eating lunch
with the teacher, etc. Students are only allowed to buy two prizes a week and if by the end of the week
they do not use their tickets they will be void. If a student is absent on the last day of the week, their
tickets will be void after the first day of the following week. The students and teacher will brainstorm
incentives they would like as well as how many tickets it will cost. This will allow me to know what
incentives will be the most popular and then increase the cost of those incentives so students will work
harder to reach them.
Example Prizes and Costs:
Stickers, Erasers: 2 tickets
Pencils: 3 tickets
Ten minutes free time: 4 tickets
Homework Pass, Lunch with the Teacher: 5 tickets
Positive Reinforcement: In my classroom there are rules that are to be followed and when those rules
are broken there are consequences to go along with them, however I also believe in praising or drawing
attention to students who are following the rules, through positive reinforcement. Too often teachers
focus on students that are not following the rules or ignoring directions, but I will make it one of my
personal goals to bring attention to students who are doing exactly what they should be doing. By
praising students who are following directions not only will they feel good about themselves but it could
also help redirect students who are not following directions.
Incorporating these theories into my management program I will better be able to help promote
my goals of a safe learning environment, independent thinkers and learners, as well as help with
following procedures. By keeping my management plan student-centered I will better be able to help
and work with individual students to make sure they are achieving to their potential. Finally it will allow
my classroom to have control and structure where students are able to learn and grow.
Example of Lunch with the Teacher Coupons:
Example of Homework Passes:
Room Arrangement
The room arrangement shown has all students sitting in cooperative learning groups of four. The
tables are arranged to accommodate for 28 students, but can be adjusted for groups of 4 or 5 if needed.
Having students in this seating arrangement will encourage cooperative learning with in their tables and
the class, as well as improve their social skills. Tables are positioned so all students can see the Smart
board or white boards when needed. In the back of the classroom there is a large circle reading rug and
reading corner that includes bookshelves and bean bags that will be used for whole group or
independent reading. Next to the reading corner there is a kidney shaped table that will be used for
guided reading, centers, and extra space when taking tests so students have more room to spread out.
All storage and bookshelves are placed along the walls to allow for more open space in the room and
less of a crowded feeling allowing students and teachers to easily walk around. Throughout the room
there are plenty of storage and bookshelves to allow for the teacher to have more books,
maniplulatives, and supplies on hand in the room. In the front of the classroom there is also a rectangle
rug which will be used for centers or independent reading when needed. There are four classroom
computers that will be used for center work, accelerated reader tests, and researching for projects.
Finally the teacher’s desk is located the back of the room along with a computer and personal bookshelf
with teaching materials. The teacher’s desk is placed in the back of the room so they are forced to get
up and walk around the classroom and not just stay at their desk all day to teach.
Community Building & Connections:
People Hunt: The first classroom class building activity that my students will take part in is
“People Hunt”. During this activity students will fill out a worksheet with characteristics about
themselves and then move and walk around the room to find another student in the class who
shares that characteristic. The characteristics can include: favorite color, food, subject, etc. “An
essential part of classbuilding is for students to feel they know the others in their classroom and
that the others know them” (Kagan, 1994, pg. 9:4). I believe that building that strong sense of
community and belonging on the first day is crucial because this is when students are nervous
about whom they will be friends with or who will like them. By taking part in this activity they
will find many students who have something in common with them. This will create a positive
community within the classroom because it helps break the ice and allows students to feel
more comfortable sharing things about themselves. As mentioned in my goals I want students
to learn to be accepting of other’s opinion and beliefs and this activity will aid that because they
will also be meeting students who do not have the same characteristics as they do. Finally it will
allow me to better understand and get to know my students which will help build the trust and
respect between us because they will get to know me as well, more than just their teacher.
Procedure:




The teacher will show the “People Hunt” worksheet and explain they will fill out the left
column with their answers.
The objective is to find other students in the class who share the same characteristic as
them.
The teacher will take part in this activity as well.
Each student can only sign another student’s People Hunt worksheet twice (students
will have to interact with everyone).
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Students will walk around the room finding others to sign their worksheet.
After all students have had their worksheet signed the teacher will encourage students
to share their answers with the class.
People Hunt
Fill in the answers in the self-column and then find a friend in the class who shares that same
answer as you. When you find a friend with the same answer as you have them sign in the
friend box next to that answer. One person can sign no more than two blanks on the same
sheet.
Characteristic
Favorite Color
Favorite School Subject
Favorite Ice Cream
Favorite TV Show
Favorite Singer
Favorite Dessert
Favorite Season
Favorite Sport
I am an (only, oldest,
youngest, middle) Child
Eye color
Birthday Month
Left-handed or Right-handed
Hair color
Favorite Movie
Favorite Place to go on
Vacation
Take a bus or car to school
Favorite book
Type of pet (cat, dog, fish,
etc.)
Self
Friend
Bucket-fillers: One of the classroom community-building activities that I am going to
incorporate in my third grade classroom and every year is the Bucket Filler Activity.
Incorporating the Bucket Filling in my classroom it will help enforce my main goal is to create a
safe environment for my students that promote academic and social growth. On the first day of
school I will explain the importance of this goal and have students sign my Behavior Contract.
After students have signed the Behavior Contract I will read the book “Have You Filled a Bucket
Today?” My classroom will be an environment where students feel comfortable and safe, filled
with bucket fillers. When students read the bucket fillers their classmates have read about
them it will not only boost their self-confidence, but it will also build a better community within
the classroom. Students will be encouraged to fill more buckets throughout the school year.
Procedure:
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There will be a bulletin board in my classroom by the door, so students see it every day
when they walk in, that say “Have You Filled a Bucket Today?”
After reading the book students will create their own buckets, using a plastic cup, pipe
cleaner, and markers to write their name.
Buckets will be attached to a string on the board with a clothes pin, so students are able
to easily remove and reattach it.
I will pass out colorful paper to students and they will cut it into however many pieces
to match the number of students in the classroom.
Students will write one “bucket filler” to each student in the class anonymously.
At the end of the activity students can unclip their bucket, take out and read the fillers.
Students will be encouraged to write bucket fillers to their classmates during down time
in the class, not during instructional time.
If a student writes mean or degrading bucket filler there will be consequences as this
goes against the Behavior Contract they signed on the first day of school.
Where Do I Stand: The final teambuilding activity that I will have students take part in within
the first couple days of school is adapted from Dr. Spencer Kagan’s book, Cooperative Learning.
This activity will be completing within their teams, or tables. Students will be given the “I am”
and “I Prefer” handouts and mark their position on the value line. Following the golden rule and
learning to accept others will be taught and encouraged in my classroom throughout the year.
By completing this team building activity teams will be able to “discuss their responses with
their teams to discover and appreciate individual differences” (Kagan, 1994, pg. 8:11).
I AM
Instructions: Mark line
closest to the word that
best describes you.
Fast
Slow
Thinker
Doer
Morning Person
Night Person
Listener
Talker
Leader
Follower
Indoor Person
Outdoor Person
I Prefer
Instructions: Mark line
closest to the word that
best describes you.
Group work
Working alone
Ice Cream
Fruit
Cake
Vegetables
Books
Movies
Beach
Mountains
Dogs
Cats
Create a Book: My final community building is one that allows the student to extend outside
their classroom into other parts of the school. Students will be responsible for writing and
illustrating a book to read to younger students (K-1st). They will have the option to decide if
they would like to create a book in a small group or individually. Students will write and
illustrate their books on topics such as friendship, sharing, listening or anything else they feel
the younger students would benefit from hearing about. This project will be mainly student
driven by allowing them to make the decisions about their books. However the teacher will
approve their topic to make sure it is school and age-appropriate for the younger students.
After all of the books are created the students will travel to the Kindergarten and 1 st grade
classrooms and read and share their books. It is the goal of this project that both my students
and the younger students learn from the experience. My students will have the opportunity to
help teach the younger students a valuable lesson and hopefully motivate them want to read
more.
References
Johnson D.W., & Johnson R.T. (1990) Social skills for successful group work. Educational
Leadership.
Kagan, Dr. S. (1994). Cooperative Learning. San Clemente, CA: Kagan.
Wong, H. K., & Wong, R. T. (2009). The First Days of School. Mountain View, CA: Harry K. Wong
Publications, Inc.
Reflection
Overall, even though it project took a lot of effort and time, I am glad that I had to create my
own classroom management plan. By having this plan already created it eases a little bit of nervousness
and stress of being a first year teacher because I already know how I want my classroom to be run. One
part of the plan that really made me think was the procedures. When you think about students knowing
how to line up to go to gym or music you don’t necessarily think about all the steps that go into teaching
students how to properly line up. But by having to write out step by step how to teach the procedure I
realized there is a lot more work that has to be done just to teach that simple procedure. The hardest
part of the management plan for me was the actual management program itself. I wanted to create a
program that allowed students to create rules, consequences, and incentives but still allowed me to
have that invisible guidance over what they were choosing. I loved having to create the community
builders because I strongly believe that in having a strong community within your classroom is essential.
I also the community and team building activities are a good way for students to learn to interact with
each other, break the ice on the first day of school, and learn to accept that not everyone is the same.
Again I really liked this project and I know that when I am in the field (am hopefully AFE) I will be using
this binder to help me create a classroom that allows every student to succeed!