Running head: EDUC 650 CLASSROOM MANAGEMENT PLAN

EDUC 650 Classroom Management Plan

Justine Manabat
Chaminade University of Honolulu
Spring 2015

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Components of an Effective Classroom Management Plan

Philosophy of Education:
My educational philosophy begins with me believing that all my students are capable of
being successful individuals in and outside of classroom walls. Students will be guided in their
learning process and learn to become responsible, moral, and caring human beings. In order to
accomplish this belief, an incorporation of a constructivist approach to teaching and learning is
necessary in my classroom. Students will be given ample amounts of opportunities to learn from
me, from their peers, and from their surroundings. This community of learners and learning will
be open, accepting, and respectful to the diversity and the differences of each individual which
contributes to the overall success of the classroom. My classroom will not be filled with stagnant
students who passively acquire information, but rather, a classroom full of life and energy that is
dedicated to learning about the world of science. The field of science is filled with wonder and
inquiry and I believe that this is connected to Lev Vygotskys theory of learning where students
play an active role in learning (Learning Theories, n.d.). Rather than allowing students to
passively absorb knowledge, activating their prior knowledge through drawing connections
between course material and their experiences, students use their prior knowledge to make sense
of and make connections to new material. New knowledge does not only come from one source,
but from a multitude of sources.
Having social interactions with peers, teachers, and family members can contribute to
students having a better understanding of information they seek to know. By involving students
parents and the community, it brings awareness to what the students are learning in the classroom
and provides for outsiders to be involved in the students learning process. The incorporation of
cooperative learning strategies, long-term projects, class discussions, and group activities into the

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classroom will build the foundation of social learning (Center for Innovation in Teaching and
Learning, 2009). Another way I believe students can gain valuable knowledge is from The More
Knowledgeable Other, where students can rely on significant people in their lives because they
hold a better understanding for the knowledge they look for (Learning Theories, n.d.). Lastly,
the Zone of Proximal Development is one thing that I will be referring to when it comes to
concepts in science. I believe that students benefit when less assistance is available (NCREL,
n.d.). It encourages students to use critical-thinking skills in solving problems that are given to
them and if information is given out easily, there is no need for them to exercise and develop
their critical thinking skills.
There will never be a classroom full of the same type of students, thus it is imperative to
design a curriculum that meets the needs of all types of learners. Since I plan on becoming a
science teacher, I recognize the fact that the content in science is complicated enough, so
differentiating the content, process, product, and learning environment is essential to supporting
the diverse needs of students. There are many ways to learn concepts in science such as (but not
limited to) demonstrations, laboratories, or on- and off-site field experiences. By doing so,
students' acquirement of knowledge will be more meaningful and will make a lasting impression.
At the beginning of the year it is imperative to explain to students what science is and what
science is not. By having students come to terms with what they know and perceive about
scientific concepts, educators are then able to help them learn the correct concepts of science.
The Center for the Integration of Research, Teaching, and Learning (2015) state that teachers
must identify student misconceptions, provide a forum for students to confront their
misconceptions, and lastly, help students reconstruct and internalize their knowledge. According
to Chiapetta and Koballa (2013), the world of science relies heavily on empirical data, scientific

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knowledge is tentative and subject to change, there is no single scientific method, scientific
inquiry is a creative process, scientific theories and laws are distinct forms of knowledge (p.
121). At the start of the school year, students will be diagnosed on their Student Readiness,
Interest and Learning Profiles (Tomlinson, 2001). By using this evaluation and continued student
observations, the grouping of students will be properly aligned with individual student
assessments to best meet their respective needs. Groupings will be based on student learning
style: visual, auditory, tactile, kinesthetic; grouping preferences: individual, small group, large
group; and environmental preferences: quiet space, ample amount of space (Gray, 2013). One
thing to consider is the fact that students are not limited to one learning style, but multiple
learning styles put together. It is important to use a variety of ways to engage students because
sometimes students are not aware of their learning styles until given the chance to showcase it.
How will your personality impact your classroom management?

According to Hardin (2012) in reference to Martin and Baldwin (1993) a teachers

personality is the most significant variable in classroom success (p. 274). I believe that a
teacher is someone who students can approach without being afraid or fearful of judged and
scolded. The type of person I am, is the type of teacher I want to be. I am kind, caring, willing,
encouraging, and open to all types of individuals that I come across of. I show respect towards
my students because they deserve it and I would want them to have respect towards me as well.
It is important to have a personable demeanor so that students will have an easier time adjusting
to the teacher and the classroom environment. Students will know when it is time to work and
when there can be times to joke around. I want to remind my students that laughing is healthy
and it is always welcome in my classroom. However, students are not allowed to cause harm

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towards their peers and should always be aware of what they say. Having fun in the classroom
lightens the mood and makes learning more enjoyable for the students. Another important factor
that connects the personality of a teacher to his or her students and classroom is what the teacher
expects from the students. It is truly imperative to clearly define expectations from the very first
day of school so in turn, the students will know, understand, and be aware of their personal
actions. Gordon College (2015) lists several personal traits of an effective teacher such as strong
personal standards and continue to be learners throughout life; highly conscientious and
resourceful; aware of themselves as moral philosophers and facilitators of moral growth; the
ability to develop trusting and respectful classroom atmospheres.
My tolerance for noise is minimal. During the first week of school, I will explain to
students what a tolerable noise level will be in the classroom and also noise level procedures to
use in the library and in other parts of the school. I never want to shout over the students because
that would just cause feelings of uneasiness for them. I believe that when students are too loud
(i.e., yelling or shouting at one another) they are not making use of their time, essentially because
no one is able to hear what others are saying. I will tap a bell so that students will know that it is
getting too noisy and indicates to students that they need to re-focus and minimize their noise
level. There is an appropriate time and place to be noisy, but it is important to respect the
surrounding classes as well.
Because I will be teaching the subject of science, it is inevitable for students and myself
not to move around the classroom. There will be ample occasions of me walking around the
classroom while instructing so that I keep student engagement. Also, because of experiments and
laboratories, students will be moving around the classroom in order to complete their work. For
example, sometimes there is a minimal amount of supplies that students are able to use, so

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groups of students take turns in order to use the specific material. However, when students are
not doing group work, experiments, or labs, and it is instruction time, students are not permitted
to roam the room.
One important trait of a teacher is to be organized and structured. Wong and Wong (2009)
state that Organization is the key to effectivenessReadiness is the primary determinant of
teacher effectiveness (p. 92). I have learned that when you are organized and everything is
arranged in a clean way, your mind is at ease because you can think clearly. If there is a mess,
your mind will also be a mess. I have the same mindset for my students. If they see that the
classroom is disheveled, learning will not occur because their minds are elsewhere because of the
many distractions that they are faced with in the classroom.
Personal Approach to Classroom Management:

My personal approach to classroom management is all about having the right mindset.
One major factor to effective classroom management is preparing yourself mentally, physically,
and emotionally. Wong and Wong (2009) describes an effective teacher that 1. Prepares,
prepares, prepares. 2. Prepares the classroom for effective work. 3. Maximizes proximity to the
students. 4. Prepares a classroom environment that is organized and safe. (p. 99). Not only
preparing yourself internally and externally, but classroom management deals with being
consistent in what you do in front of the students. Rules and procedures are necessary and
consequences aligned with the rules should be followed through. If not, students will take
advantage of the fact that they can break rules and never be punished for it.
To involve the school administration, it is important that I inform them of my classroom
management plan, but also check to see if it corresponds to the school-wide management system.

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I would make sure that my management system is approved by the administration and
appropriate for the specific class or group of students that I am teaching. To involve the parents
of my students, I would send a letter home or email them personally and give a copy of the rules,
procedures, and expectations of the students in my classroom. In this email or letter, I would
introduce myself so that they will know something about me and meet me at a personal level. I
would also invite parents to contact me if they have any questions or concerns regarding the class
or their child. Wong and Wong (2009) state that teachers should Protect your reputation by
maintaining a positive image (p. 101) and by doing so, you can start off on the right track with
the relationships with parents.
Classroom Environment:

Depending on what classroom I will be assigned to (either full-time regular classroom or

full-time laboratory classroom), the type of classroom environment that I provide for my students
will vary. If I am put into a regular classroom, with no laboratory supplies or equipment,
students desks will be situated in a U or T type of format. Desks arranged in a U format will
allow openness for student interactions and engagement with me. It will not be a complete U,
because there will be a break in the middle for ease of access. The open space will allow me to
have a discussion-type instruction with the students. It also allows me to keep an eye out for all
the students, without having my back face them. In front of the class will be the projector and
projector screen. Also, whiteboards around the room will be designated for agenda, homework,
announcements, and notes. Students will know exactly where to look for when it concerns
homework, agenda, and notes. Seating charts will be assigned every quarter and if need be,
seating arrangements will be made to accommodate the needs of students. Seating charts are
important because it allows for easy roll-calling. Important documents (bell schedule, fire-

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alarm/emergency procedures, map of school) will be posted on the wall or a corkboard or on the
entrance doors. At the beginning of the year, students will be briefed on the procedures for
dealing when an emergency happens and students will also practice the procedures of when a fire
drill happens.
Movement around the classroom with ease is important. Any supplies that students need
will be in a specific area of the classroom and there will be designated students to get their peers
supplies, in order to reduce traffic and unnecessary movement in the classroom. The classroom
will be kept organized and neat so that there will be minimal distractions and be an optimal safe
learning environment.
Rules, Routines, and Procedures:

There are minimal rules, but many procedures. Classroom Rules include:

Be in your seat and be ready for class when the bell rings
Bring all materials to class period each day
Listen and follow instructions when it is given the first time
Actively participate in classroom activities and discussions
Being hydrated is essential drinking water is the only drink allowed
The creation of classroom rules is part of my students responsibilities. Both myself and

my students will work together and create classroom rules and consequences. This is important
because it holds the students accountable for their own actions and gives them a sense of
belonging. Hardin (2012) in reference to Everston and Harris (1999) state that many teachers do
include their students in the process of developing rules and procedures in order to promote
ownership of rules and to encourage students to take responsibility for their behavior (p. 125).
My students will then sign a copy of the rules acknowledging and promising to abide by them.

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For daily procedures and routines, students enter the classroom and get right to doing
their Do Nows. The Do Nows will be either projected on the projector screen or written on the
whiteboard in front of the class. Their Do Nows are completed in their Science Interactive
Journals which are located on their desks in designated book filers. After the time for Do Nows
has run out, students check the board for the agenda and follow procedures accordingly. After Do
Nows are completed, I then talk to students and let them know what they will be doing for the
period.
A list of procedures:
Note-taking time students take out their notebooks, pens, pencils and get ready for
notes.
Assigned Homework students are to complete homework on their own. It is to be
turned in on the due date at the beginning of class.
Late Classwork or Homework students should make an effort to turn work in on time,
always. Students will receive a deduction of 30- 50% of the original value of the work if turned
in late. Students will need to talk to the teacher if they are unable to turn in work on time.
Student needs and situations will be accommodated.
Turning in assignments students know that assigned work is due at the beginning of
class in designated folders. Students can turn their homework in after they have finished their Do
Nows.
Students who were absent absent students will have a designated folder for them to
check when they return from school. Class notes, worksheets, and homework assignments will
be listed and provided in the folder. They are to turn in the work as soon as possible.

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Group work when assigned group work, all students will each have a responsibility in
the group. Students are held accountable and the success of the overall group depends on the
contributions of each person.
Getting supplies specific students will be assigned to get supplies for their peers. These
students could be the troublemakers in the class or students who always likes to lend a helping
hand.
Entering and leaving the classroom students enter and exit the class quietly. If they
enter noisily, they will have to enter the classroom again. I dismiss the students at the end of the
period, not the bell. When leaving the classroom, students will have to push in their chairs and
throw away any trash that they had.
Sharpening pencils/borrowing pencils students have the opportunity to sharpen their
pencils during passing time. If the bell rings and they need to sharpen their pencil, they can just
borrow one from me and provide me with collateral.
Behavior Management Plan:

In order to prevent behavioral problems in the classroom, class rules and consequences
are clearly stated at the beginning of the school year and is posted clearly in front of the
classroom so that students are reminded of it every day. Hardin (2012) explains that having a
reasonable set of positive, negative, and corrective consequences for rules and procedures, and
consistently using them when appropriate, makes classroom expectations predictable to students
and encourages them to be self-governing (p. 129). It is important for me to utilize all three
types of consequences in my classroom because it shows students that I am consistent in
following through. Consequences that students who misbehave are verbal warnings, proximity

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cues, a personal contract to correct their misbehavior, detention, a call home, and if it escalates, a
referral to the VP or principal.
Students need a consistent, supportive, and safe classroom. To provide this type of
environment for my students, I plan to utilize the theories of Curwin and Mendler's Discipline
with Dignity, Carolyn Everston's Classroom Organization and Management Program (COMP),
Alfie Kohn's Building Community, and Marvin Marshall's Discipline without Stress Punishments
or Rewards. For example, by using Discipline with Dignity, students are included when creating
classroom rules and consequences are established for when rules are broken. Carolyn Everston's
COMP offers six ways to help with classroom management and according to Hardin
(2012) COMP is "to help teachers improve overall instructional and management skills through
planning, implementing, and maintaining effective classroom practices" (p. 121). My belief that
we, as educators, need to help students develop their moral characters, goes hand-in-hand with
Kohn's proposal of "the purpose of education is to produce not just good learners, but also good
people" (Hardin, 2012, p. 140). The concept of "community" in a classroom is essential to a
successful education because students will be empathetic towards their peers and shows care and
understanding. I believe that a classroom is only effective when you clearly state the expectations
of students, show consistency when students break the rules, and have a learning environment
where students feel safe and supported. Wong and Wong (2009) state that effective teachers
offer more than a product; they offer a service too. Effective teachers can help students learn as
well as enhance the quality of their lives (p. 75). You not only teach students with your head,
but also your heart because it shows that you care for your students.
Instructional Strategies:

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Hardin (2012) explains the classroom management model of Alfie Kohn of Building
Community. In my classroom, I want students to be able to know and decide what is right from
wrong. Hardin (2012) states that the ultimate goal of classroom management should not be on
simple obedience, but on having students behave appropriately because its the right thing to do
and because they can understand how their actions affect other people (p. 140). It is important
for me to look at how I interact with students and other people. I want to be able to be a role
model for the students and I need to show that I respect and value who my students are as people.
Because I want to create a learning environment for the students where they can rely on others
for help, it is important to provide the students with enough opportunities to do so. Hardin (2012)
states that students acquire a sense of significance from doing significant things, from being
active participants in their own education (p. 145).
Another instructional strategy that can contribute to positive classroom management is
Conducting Class Meetings (Harding, 2012, p. 169). This is part of Marvin Marshalls
Discipline without Stress Punishment or Rewards model and was influenced by William
Glassner. According to Hardin (2012) in reference to Glassner, regular class meetings [should]
be held to decide how to best conduct the business of school (p. 169). It is true that in school
students have a difficult time expressing how they truly feel because they feel that they are going
to be judged and ridiculed. Also, teachers usually assume that these feelings that adolescents
feel are not meaningful and they are just going through a phase. Hardin (2012) explains that
during the process of discussing issues of interest and concern to both students and teachers,
teachers develop a closer relationship with their studentsThis process fosters empathy as
students learn to set aside their own desires, views, and values as they hear what others have to
say (p. 170).

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A last instructional strategy that can contribute to effective classroom management and
student achievement are Learning Communities People in small, research groups can support
and increase one anothers learningAcademic is greater when there is frequent exchange
among teachers and students...teachers and students learn teamwork skills that are essential in the
workplace (Wong and Wong, 2009, p. 33). By grouping students with their peers who are
different from them, students are able to contribute to each others learning. Sometimes
homogenous grouping is effective (depending on the activity or assignment) but when students
are grouped heterogeneously, strengths and weaknesses of each individual will be highlighted
and peers can make up for each others limitations. When students have a common goal in mind,
they are able to work together to accomplish that goal.

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References

Center for Innovation in Teaching and Learning. (2009). Teaching implications of learning
theories. Retrieved from: http://cte.illinois.edu/resources/topics/theories.html
Center for the Integration of Research, Teaching, and Learning. (2015). Overcoming
misconceptions: Misconceptions as barriers to understanding science. Retrieved from
http://www.cirtl.net/node/2628
Chiapetta, E.L, & Koballa, T.R. (2015). Science instruction in the middle and secondary schools:
Developing fundamental knowledge and skills (2nd ed.). Upper Saddle River, NJ: Pearson
Education Inc.
Gordon College. (2015). Effective teacher traits. Retrieved from
http://www.gordon.edu/teachertraits
Gray, K. (2013). Do learning styles teach us anything? Retrieved from
http://www.duarte.com/blog/do-learning-styles-teach-us-anything/
Hardin, C. (2012). Effective classroom management: Models and strategies for todays
classroom (3rd ed.). Boston: Pearson.
Learning Theories. (n.d.). Social development theory (Vygotsky). Retrieved from
http://www.learning-theories.com/vygotskys-social-learning-theory.html
North Central Regional Educational Laboratory. (n.d.). Zone of proximal development (ZPD).
Retrieved from: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpda.htm

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Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
Alexandria, VA: ASCD.
Wong & Wong. (2009). The first days of school: How to become an effective teacher. Mountain
View, CA: Harry Wong Publishers, Inc.