Classroom Management Plan

Table of Contents

I.

Management Philosophy Paper (Pg. 2)

II.

Behavioral Case Study (Pg. 3-7)

III. Classroom Procedures (Pg.8-16)

IV. Letter of Introduction to parents (Pg. 17)
V.

Welcome letter to students (Pg. 18)

VI. Developmental stages outline (Pg. 19-22)

VII. Classroom Awards (Pg. 23-27)

Classroom management is one of the most important skills required to maintain a

successful classroom. Without proper classroom management, teaching becomes defective.
Teaching cannot be successful without a well maintained classroom that fosters a feeling of
community. I believe that classroom management and learning go hand in hand. This is why I
believe the value of classroom management is astronomical, and I strive to continually enhance
my knowledge and skills regarding classroom management.
I believe that good classroom management has a proper balance between love and
discipline. Students need to know they are loved and cared for. They need to feel safe and
respected within the classroom. They also need to know that you have high expectations in their
abilities to succeed, in learning and growing in your classroom.

This is where a desire to learn

is fostered. When your love, care, and expectations are radiated to the students, they are more
likely to want to succeed themselves. However in a class, there needs to be clear cut boundaries,
and consequences for actions. I believe that as these two are perfectly balanced a community of
learning can be fostered.
In order to properly incorporate and maintain this balance between love and discipline,
clear rules and policies must be put in place. As a teacher I believe that rules should clearly be
posted and discussed. Students should be well aware of the policies and procedures that are
maintained within my classroom, and they will be responsible for abiding by these policies.
I run my classroom based on respect, love, and caring. These concepts require strict rules
regarding behavior. In my class clear policies are put in place, and students are required to
uphold these policies. I use love and discipline to develop a classroom community, where
students respect me, themselves, and one another. As this is level of classroom management is
achieved, learning is increased.
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Behavioral Case Study

Part 1Behavior management is often one of the toughest, and most important jobs as a teacher.
As a teacher you receive students from all different walks of life, with different types of
personalities, and with all different behaviors. Prior to entering your class, students have been
taught certain expectations regarding behavior, some students have been held to higher
expectations more than others. So as a teacher it is our responsibility to set high behavior
expectations, and expect that they be followed. Some students are able to easily comply with
these behavior expectations, and others have more difficulty learning and submitting to these
expectations. So as a teacher what do we do when we have one of these students who has a
harder time following the behavior expectations? During this case study I observed a student
who exhibits some behavior problems. After analyzing and reflecting on my observations, I
noted some strategies I thought would help with the behavior of this student, and will help will
other future students.
The student I observed is a kindergarten student. Her behavior is not one that you would
call overly distracting and terribly disrupting to the overall class. However, her behavior is a
distraction to her and the students around her. And it is socially an interference to her. These
things cause her to not be achieving as high as she possibly could be. Her misbehavior is
characterized by a desire for attention, a lack in responsibility for her actions, a lack of respect,
and a desire to get away with as much as possible. Her behavior is the major part in her lack of
friends. As Fred Jones would say, this student is a helpless hand raiser. This student is the kind
of student that wants your body.

An important key in this students behavior problems, is her strong desire for attention.
This student likes a lot of attention, she will say, Teacher, teacher, look at this. Or Teacher,
teacher I did this. She likes to have the teachers attention and she likes to be near the teacher,
whether it is the classroom teacher, my dyad partner Taylor, or me. For example, during a lock
down drill she wanted to lie on the teacher. She tried during the entire drill to lay on the
classroom teachers lap. When the teacher was busy with other students, she would then come to
Taylor or me.

Another example is when Taylor was doing her lesson this student kept trying to

come and sit right next to me, even though thats not where she was supposed to be. She wants
peoples attention, and she is willing to get it at whatever cost. She would rather negative
attention over no attention at all. Currently she finds, that the best way for her to get attention is
by misbehaving.
She not only wants attention from teachers and adults. She also wants attention from
students. Like with the teacher, she gets attention from her classmates the same way, negative
attention. She has found that a way to get other students attention is by distracting them,
pinching them, hurting them, and tattling on them. Whenever the class walks down the hall she
will stop and back up the line so that students fall. During class she will purposefully put out her
hand or foot so that students fall. When walking through the room she will sit in students seats
to kick them out of their spot. She also uses tattling as a way to get students attention. Anytime
a student does anything to her, her first response is, Teacher, so and so, did this. For example,
a student accidently ran into her in P.E., the student told her sorry. She, however, wanted to
make sure that the teacher knew what the student did. She uses all of these strategies as ways to
get attention from her peers. However, the attention she receives from her peers is not positive
attention. The students do not like what she does. When she does these things students will say,

I dont want to stand by her. Or dont bother me. They do not like what she does, and so
she has a lack of friends.
Because she uses these tactics students dont like to be her friend. Her behavior is
damaging to her socially. Students often avoid her because of the hurtful things that she does to
them. Because students avoid her she has to cling to new students. For example, two new
students have moved in, and she follows them around. She wants to be by them and she wants
them to follow her. As they follow her she distracts them and gets them of track. For her it is
important to have these new students cling to her. It gives her more attention and gratification.
However, like other students, the new ones eventually get sick of her tactics.
Although she is more than willing to tattle on what all the other students do, she does not
accept responsibility for what she does. When she is confronted about her behavior she says,
Well so and so was doing this. She always has an excuse for her behavior, and it is always
someone elses fault.

For example, the class was lining up. While they were lining up she kept

hitting two boys with her back pack, so I went up to her and said, Thats not how we line up.
She replied, Well, they were looking at me funny. She doesnt like being responsible for her
actions. Another instance is she likes to touch, and poke other students. Especially while
walking down the hall. I have noticed the frustration the other students have when she does this.
They do not enjoy her touching or poking them. When walking down the halls she will pinch
and poke other students. The students are sick of her, and dont want to be around her.
Another major characteristic of her behavior is her lack of respect for adults. For
example, Taylor was testing this student on her numbers. When Taylor asked her what a number
was she responded, I dont have to tell you, you arent my teacher. Another example was in
the library. In the library she was sitting by one of the new students. While sitting by the new
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student she would distract them and try to get them to misbehave with her. I asked her to come
and sit by me, she just looked at me. I repeated what I said, Come sit by me. Once again, she
just stared at me. I then went over to her and explained that I tell her she needs to do something,
I expect that she will do it. Another example is with the schools music teacher. The music
teacher comes into the class to do music with the students. During music she continuously did
not listen to him. When he would tell her to do something, she would completely ignore him.
She doesnt care what a teacher or adult or even another student says. She does what she wants,
when she wants, and how she wants to.
I believe a major drive in her behavior is a drive for attention. This student wants, and
for some reason thrives on attention. She is willing to do almost anything for attention. She
values attention and gratification over learning and making friends. For some reason it is
important to her to have attention from those around her. The ways she has learned to receive
attention is by misbehavior.
The teacher does not have any specific plans in play for this student. The only plan in
play is the same plan she uses for her whole class. Which is a star chart. When students are
good they receive stars on their chart, when their chart is full of stars they get to choose a prize.
However, she sees the need for a plan. While talking to the teacher about this student she felt
that a plan should be implemented, it just hasnt been done yet. The teacher feels that eventually
a behavior plan may be something that needs to be addressed. However, she would like to try
some basic strategies prior to the behavior plan. One of the strategies she said she would like to
try is more positive attention. The teacher felt that more positive attention would hopefully elicit
positive behavior from this student.

This student is like many students among a typical classroom. A student who possesses
behavior similar to this students is not uncommon. So it is important as a teacher to have
strategies for these students.

How I begin my day

I come in quietly and put my things away.
I move my magnet to home lunch or
school lunch.
I begin my bell work.
When I finish I quietly read my library
book.

If Im late to School
I will bring Mrs. Stewart a note from the

office.

I will quietly put my things away.

I will get out the materials being used.

I will quietly wait for Mrs. Stewart to give

me further instructions.

Hands at your side

All eyes forward

Lips Closed
Low Speed

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I Need Help
1. Try to figure it out on your own.
2. Ask your neighbor for help.
3. Raise

your hand quietly and wait

for me to come to you.

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Bathroom Policy
If you need to go to the
bathroom, raise your
hand.
Avoid asking during
instruction time or there may
be consequences.
If given permission take the
bathroom pass, quickly and quietly
go to the restroom.

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Classroom Community
Policies
We will include everyone.
We want everyone to succeed.
We care about our classroom
friends.
We will not make fun of, leave out,
or hurt another student in our
class.

We will all contribute unique

attributes to our classroom

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Homework
I will receive my homework folder on
Friday.
I will turn my homework in the following
Friday.
Along with my homework I will fill out the
weekly slip of how many minutes I read per
day.
*If I turn in all of my homework for the entire
month I will be able to participate in the
homework reward.

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I am finished with my
work, what do I do?
Finish all previous assignments and
make sure they are checked off and
turned in.
After all of my assignments are passed
off I may work quietly on the iPad, I may
read, or I may work quietly at the
centers.
* If I am not quietly doing these things, I
will be asked to return to my seat and
quietly read.

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Lining up
1.

I will quietly put my things away.

2.

I will get up, and tuck my chair in.

3.

I will wait for further instructions

from Mrs. Stewart to line up.
4.

As I wait in line I will do so

quietly, with hands to myself.

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Dear Parent/Guardian,

My name is Mrs. Stewart, and I am so excited to have your student in my class this year.
We have a fun, and exciting year ahead of us. I look forward to assisting each of your students as
they learn and grow in my classroom. This year we have lots to learn, and so I expect all of my
students to do their best. As part of the class I will be sending homework home each week in a
homework folder. This homework is expected to be completed and turned into me the following
week. I believe that the homework I send home is a key in my students learning. It helps
students practice the things that have been taught in class. As part of the homework, I ask that
students read at least an hour a week. A reading chart will be sent home with homework. This
chart must be signed and returned with homework.
Our class has many items needed to make our class as great as it can be. Below I have
some items listed that would greatly appreciated in our classroom. Please know that these items
are simply donations, and nothing is required. Please only donate if you feel you have the means
to do so.
Items needed in our classroom:

Kleenex
Crayons
Scissors
Markers
Glue sticks
Colored pencils
Folders

A key part in making this class successful is open communication. Please know that if at
any time you have questions or concerns feel free to contact me, and we will do our best to
address and resolve any questions or concerns. Feel free to contact me by e-mail at
kjarman@dmail.dixie.edu, or phone (435)225-3093. You may contact me at any time. Please
come to me with any questions or concerns you may have. I look forward to working with you
and your student.
Sincerely,

Mrs. Stewart

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Dear Students,
Welcome to my class. My name is Mrs. Stewart. I am so excited to have you in my class,
and look forward to a great year with each and every one of you. I have been busy preparing to
make this year a successful and fun year for all of us.
A little bit about me. I live in St. George with my husband. In our spare time we enjoy
being outside, being with family. I graduated from Dixie State University, with a degree in
elementary education. I love learning, and I hope that you will learn to love learning, too. We
have so many fun and exciting things planned for this year, and we have lots of things to learn.
On the first day we will go over rules and procedures, and you will learn how our class
will operate throughout the year. I expect that you will all come with a good attitude, and a
desire to learn. In my classroom, we pride ourselves on great classroom community. We strive
to build strong friendships, and create an environment where everyone feels respected and safe.
I am excited for this year, and I am excited to get to know each and every one of you. I
hope you are getting excited, too. Enjoy the rest of
your summer, and come ready to learn on the first
day of school.
Sincerely,
Mrs. Stewart

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Kindergarten Developmental Stages Outline

Kindergarteners are at an age where they are continuously developing intellectually, physically,
and psychologically. Kindergartners have typically developed the following intellectual,
physical, and psychological abilities. However, this does not mean that every student will have
developed these abilities. Students are individuals, and they develop at their own pace. The
following are typical developmental stages and milestones of Kindergarteners.
I.

Intellectual Development

They love to hear themselves talk, and they continuously share information
about themselves.

They know and can recognize colors.

They are learning to recognize letters and shapes.

They can copy some letters.

They are beginning to recognize basic patterns.

They can maintain focus for longer periods of time, especially on activities
that are interesting to them.

They are beginning to ask more complex questions.

Their art begins to resemble objects. You can now tell their drawing is a
person, or a dog. Their art can even begin to tell stories.

They are continually adding words to their vocabulary

They are more aware of print. For example, upper and lower case letters.

They are grasping the concept of beginning on the left side of the paper when
writing.
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II.

Physical Development

They can get dressed without much help.

Kindergarteners are typically able to cut along the lines.

They can tie their own shoes.

They can catch, throw, and bounce a ball.

They understand and can use table utensils properly.

Can manipulate toys and other objects that have smaller pieces.

Their dominant hand is now present.

They can typically walk, run, and skip well.

They have high levels of energy, and seek active activities

They understand the proper use of materials. For example, scissors, crayons,
paint brushes, and paints.

III.

They are more aware of their personal hygiene.

Psychological and/or emotional development

They begin to understand others feelings.

They are learning to share and take turns.

They enjoy pretending, and being creative.

They are beginning to learn coping strategies. They can better manage their
intense emotions.

They gains self-confidence when they accomplish a new task.

They are beginning to establish and maintain friendships with children their age.

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They can better understand how to communicate with others. For example, they
are better at waiting their turn to speak.

They are expanding their circle of trusted adults.

They are beginning to understand that games have rules.

They are beginning to understand jokes, and humor.

They enjoy role playing older roles. For example, playing house, cops, and store.

They can clearly communicate their needs.

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Bibliography
Child development tracker. Retrieved September 1, 2014, from http://www.pbs.org/parents/
Destefanis, J. Developmental milestones: Ages 3 through 5. Retrieved August 30, 2014, from
http://www.greatschools.org/
Zundel, I. H. Child development stages: Is your child ready for Kindergarten?. Retrieved
August 31, 2014, from http://www.eduguide.org/

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www.thecurriculumcorner.com

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