Introduction:
The classroom management plan we have devised incorporates techniques that are
intended to create and maintain a classroom atmosphere that is conducive to learning.
While creating this classroom management plan, we were inspired by the theoretical
underpinnings of Curwin & Mendler, as well as Jacob Kounin. Both of these classroom
management theories focus on the importance of the teacher-student relationship, as well
as both the teacher and students taking responsibility for the environment and atmosphere
of the classroom. These theories coincided with the ideals that the teacher should present
the material in a variety of ways to ensure that every student gains the most from each
lesson.
A classroom should be an environment where students feel comfortable, confident, and
safe. In a classroom, students should be able to be themselves, and of course have fun
while learning. In order to make this environment possible, the classroom needs to have
rules and procedures in which everyone follows in order for all to feel safe. If children feel
safe and confident, they will thrive. All children have the capability of exceeding
expectations with the right guidance. In addition to rules and procedures, students should
understand exactly what is expected of them, and the positive and negative consequences
that may follow. They need to take responsibility for their actions, as well as the cause and
effect of their choices. The teacher allows for successful classroom management by
ensuring that he/she is approachable, nurturing, intelligent, flexible, creative, has high
expectations, and is enthusiastic about helping his/her students succeed. Classroom
management is not a Science, it is an art that needs to be perfected and catered to the
personal needs of the students.
Visual representation of the classroom:
Theoretical underpinnings:
The classroom management plan developed here has been inspired by the theoretical
underpinnings of the Curwin & Mendler Model, as well as the Kounin Model. Our classroom
management plan strives to be student centered, while providing differentiated instruction
and variation in presentation so that all students will be able to have the richest classroom
experience possible. The two models emphasize specific responsibilities that the teacher
holds in order to produce an environment conducive to learning. As important as it is for
the teacher to take responsibility, it is equally as important that we encourage student
responsibility. Bennis, in Van Tassel's article, state that, "A vision of the perfect classroom
has less room for managers, but lots of room for leaders." This quote relates well to the
idea previously mentioned that the two models are student centered. The students should
show leadership in the classroom, not just rely on the teacher to control all aspects of the
classroom.
Our model will incorporate the theorist's ideas which concentrate on making the students
feel important by listening to their feelings and ideas. Students should be encouraged to
explore ideas for themselves, as well as make independent choices that teach them to think
critically and be responsible. In an article by Gene Van Tassell, it is stated, "It is the
responsibility of a teacher to teach students that students choose how they act. The
teacher's task is to help students make good choices by making clear the connection
between student behavior and its consequences." In reflection of the two theoretical
models, the teacher will ensure that his/her students are learning to the best of their ability
by providing smooth transitions between lessons, allowing for students to see progress, and
ensure that each member of the group understood the lesson being taught. Our classroom
management plan places responsibility on the teacher for always doing her best, and
"starting fresh everyday." As Todd Whitaker states, "It's not what you do, but how you do
it."
The theoretical underpinnings we chose also influence how our classroom management
plan will manage classroom behavior, as well as the actions taken when students do not
meet expectations. Firstly, we believe that it is important to establish clear expectations of
the students at the beginning of the school year; it is beneficial to have rules or "rights"
posted in the classroom. The plan incorporates Kounin's ideas of "withitness" and "the
ripple effect". "Withitness" states that a teacher should know what is going on his/her
classroom at all times, therefore he/she is aware of and able to deal with behaviors
immediately. "Withitness" also allows the teacher to get to know his/her student's from an
analytical stand point and hear/see what they are truly feeling and thinking. The ripple
effect allows for the teacher to correct misbehavior in one student in a way so that it
influences the rest of the students in class. This "ripple effect" will decrease negativity in
the classroom because instead of constantly correcting students, this causes students to
crave that recognition and behave positively. In terms of discipline, our plan with
incorporate the goals of Curwin and Medel's "Discipline with Dignity." Beyond correcting a
student's behavior, we believe that the process taken to correct that behavior is even more
important. As teachers, it is important for us to use effective communication to "de-fuse
potentially explosive situations," all while setting a good example for the students and
valuing their learning opportunities.
How the plan works:
Policies
Class work:
Class work will include (a variety of) different activities that are both visual and
oral. This is done to make sure that everyone understands the lesson. If you have any
questions about what is being taught, you are encouraged to raise your hand and ask a
question. There will be a question box in place at the front of the classroom where you can
submit questions as well to be answered the following day.
Supplies:
For this class you will need:


a pen or a pencil
a binder or a notebook and folder (Whichever you choose, be sure to be organized)
I will provide anything else that is needed for the class.
Behavior:
In order to keep a positive classroom environment you're responsible for
following all classroom and school rules, being considerate of your classmates, resolving
problems without the use of physical force or name calling, and doing your best to complete
all classwork. To be ready to learn when you come to school, try your best to get a good
nights sleep and eat a nutritious breakfast.
Grading Policy:
Remember to always use your own words and ideas, no one elses. We value creativity
and originality. Your grade will be determined by the following:
Participation/Class Work- 20%
Homework- 20%
There will be 4 homework assignments each week.
Projects- 30%
Each quarter you will have 3 projects, each worth 10% of your grade. You will receive
a rubric for each project so you know how to get an A+!
Tests- 20%
Quizzes- 10%
Percentage/Grade Equivalents
100%=A+
79-77%=C+
99-94%=A
93-90%=A89-87%=B+
86-84%=B
83-80%=B-
76-74%=C
73-70%=C69-67%=D+
66-64%=D
63-60%=DBelow 60%=F
Homework:
The homework you are given in this class will be review of material you've
learned. The goal of the homework given in this class is for you to think creatively and
make sure you understand the lesson. If you have difficulty with the homework we will
review it in class. If homework is not finished at home, we will arrange for it to be
completed in school.
Instruction
Our goal in the classroom is to nurture students' desire and love of learning. According to
the the Curwin and Mendler theory it is important to vary the styles of presentation. For
example, if I lecture for 15 minutes, the next interval we will have a large group discussion.
Students will also experience the same lesson in different ways. For example, I might start
a lesson by lecturing (audio), but I will also provide visuals and lastly they will receive
manipulatives for a more hands on approach. In terms of presentation, we will utilize the
technology provided for us in the classroom such as the computer/listening center and the
smart board. The smart board will serve various purposes; assessment during class,
independent learning center and interactive lessons. Within the classroom there are
different academic centers to reinforce material previously taught. These stations can be
seen on the classroom map.
Providing instruction at levels that match students' ability is also very important to us. We
understand that not all students will perform at the same level, so it is important for us to
adapt our teaching style to lower or higher academic levels based on our students' needs.
We want all our students to feel that they can succeed in our classroom. Assessment tests
will give us an idea of the academic performance level of each student.
Assessment
The goal of assessment is to provide teachers with feedback on whether lessons are being
taught in such a way that all students are learning.
After lessons, students will take part in various activities and tasks either as a class, in
groups or individually (will vary depending on the needs of the students). Along the way it
can be used to inform day-by-day teaching. A rubric will be provided for language arts,
math, science and art so that students will understand what is required of them for the best
grade possible. If it is a group activity, students will receive rubrics for self-assessment and
peer feedback. By working hard and helping others in the group you can be an exemplary
teammate!
Forms of Assessment

Formative assessments are given within units to gauge students' understanding of a
lesson. Feedback received will be used to adjust the instruction to meet the learning
needs of all students. Types of assessment given will include quizzes, projects, exit
slips and tests.
 Peer/Self assessment
o Self assessment forms will be given out to students after a group project
where students rate themselves and peers on:
 cooperation
 sharing
 taking turns
 encouraging
 helping/asking for help
A space for written comments may also be provided.
Classroom Expectations
BE RESPECTFUL
Participate in class discussion by raising your hand
Listen when others are speaking
Be polite to your teacher,visitors, and classmates
Respect the thoughts and feelings of others
BE RESPONSIBLE
Follow directions the first time given
Complete daily assignments
Be honest about your actions
BE SAFE
Keep hands, feet & objects to yourself
We will not fight, hit, name-call or tease to solve problems
BE KIND
Use kind words
Be helpful to others
Give encouragement
Cooperate with others
Expectations Contract:
Expectations Chart
Expectations for the Teacher:
Expectations Web
Rules1. Always listen carefully.
2. Work quietly do not disturb other that are working.
3. Respect others and be kind with your words and actions.
4. Take good care of all school and personal property.
5. Always do your best!
Consequences"Discipline with Dignity"
First Warning: The teacher conferences with the student. This will be done in a private
area after class. The rest of the students will not be present to prevent embarrassment.
During this time the student will also be able to express why they chose to break the
rule. The student will make suggestions as to how they can improve their future
behavior.
Second Warning: A phone call is made to the parents. Student stays after school. The
student will make a list of possible solutions to the problem. On the following day both
the teacher and student will review the list.
Third Warning: Conference with parents, student, and teacher at school.
Motivation
In order to encourage students in the classroom, a basic reward system will be followed
throughout the year. The reward system will consist of students earning raffle tickets
during class time, and redeeming them on Fridays at the end of class. One ticket will be
equal to 10 cents. There will be various "rewards" students can save up to purchase at the
end of the week. They also have the option of saving up their tickets and redeeming them
the following week, to purchase a more valuable reward. Rewards that exist may include:


unique pencils/erasers for 50 cents
a pack of scented stickers for $1.00

a free homework pass for $5.00
Students will be able to earn tickets on various occasions, for example:



answering questions correctly during class
following directions
being kind to others
Tickets will not be given out every time a student answers a question correctly, or every
time a student follows directions. The instructor will decide when a specific action is ticket
worthy. For instance, specific directions could be given to the entire class. If only two
students completely follow the directions, they may receive 1 ticket each.
The instructor will judge whether or not a ticket should be earn based on the student, since
no students are identical. One noteworthy moment for one student may be different from
another. This will be done so that no student has an advantage over another.
This reward system will be used sparingly, so that students are not receiving praise for
minimal things. The reward system will change as the year goes on to keep students
motivated and aim for success. It will not overpower a classroom, tickets will be issued in a
quiet manner. Redeeming tickets will only be allowed on Fridays at the end of the class, so
as to not take up any class time each day. This system will also provide the students an
educational experience by learning how to save up their "money" for something more
valuable, how to keep be responsible for holding their money from week to week, and how
to compute how much money is needed to purchase the desired item. This simple yet
motivating system will create a classroom where students are motivated to do well and
continue to learn.