Classroom Management Plan

Alisha McCorriston
Anne Hewson
EDUC 5903
October 30th, 2014

Introduction
In order for a classroom to run smoothly and effectively, it is essential for a teacher to
remember that each student carries a history. I believe that, in part, children associate who they
are to the life theyve been brought up in. My own childhood, with its challenges, has taught me
that all children deserve to belong to a community filled with trust and respect. Unfortunately,
not all children receive this care at home. As teachers, this is something we cannot control, and
therefore it is essential that we work at our best to provide a caring and supportive community
that all children so rightfully deserve and need. Classroom management plays an important role
in this development.

Positive Classroom Climate

Students cannot flourish without positivity in the classroom. I believe that a teacher
should make an effort to say something positive about a student each day. By doing so, what you
model and extend to your students is sure to make an appearance in the classroom. I do not wish
to promote negativity as it not only hinders self-esteem, but also negatively affects the sense of
community. A positive classroom climate can also be established through mutual trust, respect,
and care. It is important to sit down with students and work out what these values mean, as well
as promote and support them throughout the year. I would like to create an anchor chart with the
students that lists important values that we want to maintain in the classroom. I believe that the
students will develop a better understanding of its importance and implementation if this chart is
co-constructed. Following the footsteps of Carol McCloud in Have You Filled a Bucket Today?,
I aim to have a class bucket where students can spread kindness to all students. Not only will this
create a respectful learning environment within the classroom, but it is of hope that children will

take these lessons and extend them into their day-to-day lives outside of the classroom
environment.

Establishing Rapport and Making Connections

I believe one of the most important elements in classroom management is establishing
genuine rapport with ones students. This can be accomplished by sincerely getting to know
students and finding ways to connect with them. It is important to find out students interests and
comment on their achievements. In addition to this, I believe it is essential to acknowledge
students kindly and by name when you first greet them in the morning. This can create a world
of difference to a child who may not have these relationships at home, and helps develop a
classroom community. I aim to create a welcome and accepting classroom environment through
compassion and bonding. Effective teachers must practice attunement and be receptive to
students; an open ear goes a long way in building a connection with others.

Diversity
Todays classrooms exist with rich diversity and varying perspectives. I believe it is of
absolute importance for a teacher to respect these differences, and to take the time to become
more aware and knowledgeable of the variety of cultures that may be found within the
classroom. I strive to have my students embrace diversity, not only among their peers, but within
themselves. Being unique is a fantastic quality that should be promoted in the classroom. My
approach in developing this acceptance in the classroom is to plan activities and events that
allow students to share not only their diverse backgrounds, but also what they feel is the most
important part of who they are. In daily literacy, I would include stories that explore different

cultures, and would implement a project where children provide a presentation explaining their
backgrounds and traditions. If children are able to display self-love and respect, they will be able
to transmit these values to their peers.

Expectations and Routines

I believe that children understand best when they are presented with clear expectations
and routines. Routines and expectations not only need to help promote a safe learning
environment, but also need to be well understood by students. This means they need to be stated
repeatedly in the classroom before one can expect the students to fully implement these routines
themselves. Teachers should not only explain what they are looking for within the classroom, but
also rehearse and reinforce these expectations. When first introducing routines, I strongly believe
it is important to model both desirable and indesirable behaviors to students. Working in Respite
Care with a child who has emotional and behavioral challenges taught me the importance of this
first-hand. When presented with clear guidelines and expectations, his behavior was much more
appropriate and desirable than when placed in a situation where he was unsure and unfamiliar.

Rules
In addition to clear guidelines and expectations, I believe that visual aids truly assist
comprehension, and therefore I aim to provide prominent poster displays of rules in the
classroom. These posters should rely on the positive; instead of telling children what they should
not do, they should tell children what they should do. As a teacher, I will always provide reasons
for the rules and routines that are established. If children do not understand why they are doing
something, why should they bother doing it in the first place? I also strive to have my students

provide their own input for rulesif students assist in the creation of rules, not only will they
better understand them, but also be more likely to follow them. Once children know what to
expect and understand their rules and routines, there will be much more time for productivity
within the classroom.

Respecting Attention Span and Learning Styles

I firmly believe that all children have the capability to learn and grow. If there is
consistent misbehaviour in the classroom, then I feel that is something a teacher needs to closely
examine. It is essential to plan lessons according to students attention span. Instructing
Kindergarten students for thirty minutes at a time does not suit those students needs. It is
understandable and reasonable for children to want to move around and be active. In addition to
planning accordingly, I feel it is important to consider implementing brain breaks in between
lessons to allow children the chance to engage kinaesthetically and release any pent-up energy. I
feel this would allow for a smoother classroom dynamic and assist the students in sustaining
their focus and attention. Along with being aware of students attention, it is also important for
teachers to differentiate and utilize various teaching strategies throughout the year to support all
learners. Those who do not feel supported in learning may feel more apt to disrupt the
classroomnot because they are out to misbehave, but rather because they are frustrated and
feel that their needs are not being met.

Consequences as Opposed to Punishment

When dealing with misbehaviour, it is essential to provide consequences as opposed to
punishment. In doing so, I believe it is important for the consequence to match the misbehaviour.

For example, it does not make sense for a student to wash all the tables at recess if he forgot to
bring his math homework to school. Effective teachers should have a plan in place for dealing
with misbehaviours and must be consistent with what they decide. If teachers back down or do
not follow through with their consequences, then students will notice this and attempt to take
advantage of that. Although it is essential to be kind to students, a teacher must be firm, too.
Similar to a backbone parent described in Kids are Worth It! by Barbara Coloroso (1996), I aim
to be a backbone teacher one that is present and firm, but flexible if circumstances call for it
(p. 21). Students need to know that they will be supported and safe in their learning; a teacher
must show appropriate kindness and firmness in order to provide that in the classroom. In
handling difficult situations and behaviors, I plan to speak to students calmly-- one-on-one if
possible-- to de-escalate the situation and figure out why the student is behaving in that manner.

Conclusion
Reflecting on my past and work in Respite Care reminds me to always be aware that we
each have our own unique stories to tell. Children may exhibit particular behaviors, but it is
important to not judge them for that behavior, as the perception we place on students greatly
affects them. To engage in successful classroom management is to clearly convey the values and
expectations you want to see in your students. As a teacher, I believe it is essential for me to
work with students in a way that provides an effective and safe classroom environment for all,
and to maintain consistency in the routines and rules that we have established. When all of these
elements are combined, I feel that successful classroom management can be achieved.

References
Coloroso, B. (1996). Kids are worth it!: Giving your child the gift of inner discipline. Toronto:
Somerville House Pub.