Kayla Rhodes

Classroom Management Plan

Management Style and Philosophical Beliefs
Educational research represented in the Handbook of classroom management: Research,
practice, and contemporary issues, refers to classroom management as a multifaceted
endeavor. Having strong classroom management skills is important because students are
supported both academically and socially in a positive environment when a classroom is wellmanaged. Self-regulation is encouraged as well, which promotes intrinsic motivation. According
to the educational research summarized in the handbook, Most successful teachers view class
management as the creation of effective, engaging, supportive learning environments and the
socialization of students, whereas less successful teachers see management as discipline and the
maintenance of authority (Emmer, Edmund, et al., 2013). This reference supports guiding
students rather than being a strict authoritarian. Teachers are responsible for creating a positive
environment for students to learn and collaborate.
My classroom management style is authoritative, which balances student choice and
structure. Students are encouraged to be independent, self-regulated individuals, but not without
guidance. Friendly, but firm is a motto that is supported by this style. A positive attitude
combined with consistency promotes an environment that is supportive of an engaging
curriculum. This style also encourages collaboration with peers, which is not only a concrete
representation of how scientists work, but also provides an opportunity for students to build
communication skills.
My philosophical beliefs regarding classroom management and discipline are supported
by progressivism. I believe the teacher should be a positive role-model and mentor, guiding
students to reach their full potential by providing both structure and outlets for creativity. I am
concerned about both what my students learn and how they learn. Classroom management is not
just about responding to misbehavior, but rather creating an environment that is conducive to
learning and socialization. The teacher should make their expectations of students clear from the
beginning and firmly support those expectations throughout the year. The students may help to
construct a list of rules to be posted in the classroom, but I believe the teacher should guide this
process. Consistency is important as expectations are enforced and the teacher should also be
praising and encouraging students along the way.
Establishing a positive classroom culture
I plan to develop student-teacher relationships and establish a positive classroom culture
by greeting students at the door, learning student names quickly, collecting information about
them, setting expectations, and celebrating accomplishments. I will distribute student surveys to
learn more about my students interests, and use what I collect to create engaging lessons. I will
express a genuine interest in my students concerns, interests, and strengths through empathy and
mindful listening. Also, attending extra-curricular activities is another way I might show interest
in my students. To celebrate student achievements, I will display their work often and invite
administration or parents into the classroom to view their accomplishments.

Developing classroom rules and procedures

I will establish classroom expectations with students on the first day of school. I will use
inquiry to guide students in making a list of expectations. This will encourage self-regulation and
motivation to adhere to the rules they helped to compose. As a class we will brainstorm a list of
expectations, which I will write on the board in their own words. Once we have a list of ideas, I
will have students go up and draw a star next to three rules they believe are the most important.
The top five most voted for rules will then be discussed as a class. I will ask about why each rule
is important, and if necessary, ask for reasons why a rule might not be appropriate or necessary.
The final list of expectations will be posted as a reference for appropriate behavior.
Students will be given a set of hall pass raffle tickets at the beginning of each semester. If
they need to leave the classroom to go to the bathroom or get a drink of water, I will write them a
pass and check off one of their tickets. If they need to go to the nurse I will just write them a
pass. Only one person will be allowed to leave the room at a time. They should use their hall pass
tickets sparingly because once theyre gone they wont be able to leave the room (unless its an
emergency). Leftover hall pass raffle tickets will go into a drawing at the end of the semester for
a privilege or prize. I hope to discourage unnecessary trips out of the room with this system
combined with engaging lessons.
There will be a designated basket for each class to turn in assignments and class-specific
folders to find work they may have missed from being absent. I will have learning objectives on
the board and there will be a quick write related to the previous lesson, or that days lesson,
posted at the start of each class for students to begin working on while I take attendance. Also, I
will have black box activities and short critical thinking activities available for implementation if
a lesson were to run short. All expectations and procedures will be clearly outlined on the first
day, and will be consistently reinforced throughout the year.
Classroom Layout
I will arrange student desks in groups of four to promote a collaborative learning
environment. Science is a collaborative process and this arrangement will provide the students
with the opportunity to relate their experiences with science to that of real scientists. My desk is
near the back of the room, not on stage, and in a place where I can monitor student
learning/behavior. This will be a space for me to do planning and grading when I dont have a
class. While teaching, however, I will always be moving around the class, asking questions, or
implementing a variety of instructional activities. My classroom will be decorated with
environmental print to support learning and a place to display student work. Student
achievements will be celebrated and the learning environment will be warm and inviting.
Monitoring the classroom and responding to student misbehavior
Monitoring student behavior will be done through movement around the room. I will use
proximity to encourage students to stay on task. I will also use the strategy of tapping on the desk
of a student who is misbehaving. I will do this to let a student know that I disapprove of the
behavior without drawing more attention to them. If student misbehavior continues, I will speak
to the student in private. I will tell a student who continues to disrupt the class to go out in the
hallway where I will have a conversation with them about how their behavior is unacceptable.
During this conversation, I will focus on the students behavior, not the student themselves. I will
not make references to previous incidents or predict future misbehavior. Focusing on the moment

avoids accepting the behavior as an inevitable pattern. That said, I will always be watching and
listening, implementing nonverbal interventions, warnings, and private discussions as necessary.
If my students are off task, I plan to get their attention by asking for their attention, Can
I have your attention up here please? I will ask only once, and then wait to proceed until I have
their complete attention. If after implementing reasonable wait time, I dont regain their
attention, I will have a conversation with the class about why it is important that I have their
attention. A few behaviors that are unacceptable to me include being disrespectful of me and/or
their peers, putting their hands on another student, academic dishonesty, and any form of
bullying. Possible consequences for misbehavior in my class will include seating
rearrangements, privileges being taken away, detention before or after class, an office referral, or
a phone call home (by me or the student). Consequences for misbehavior will progress from
nonverbal warnings to verbal interventions and lastly more serious interventions. I will make it
clear when a behavior must stop, and follow through on consequences. However, I will only
involve parents or administration when Ive exhausted all other interventions in addressing the
misbehavior of a student. An important thing to remember when monitoring misbehavior is to
never give up on students, forgive them day to day, and acknowledge improvements following
consequences.
Parents as partners
I plan to engage parents as partners in my students learning by reviewing class
expectations with parents, creating assignments that have students interact with their parents, and
inviting them to help with school dances, pep rallies, or to chaperone field trips. I will get to
know the parents of my students through a family survey and invite them to view student
presentations and/or achievements on display in the classroom. I will also send out a monthly
classroom newsletter to keep parents informed about what students will be learning and any
projects or assignments they will be working on. In addition to newsletters, I will communicate
with parents through email, by sending home permissions slips, and making phone calls.
I will send introductory letters to parents at the beginning of the school year that include
my contact information, encouraging them to contact me with and questions or concerns they
have about their childs education. I also plan to make a phone call home to the parents of every
student in my class at the beginning of the school year for something good. The call will be
genuinely positive and set the tone for the year. This can also be an opportunity to learn more
about each student from their parents. Other reasons to call home following this initial phone call
might include misbehavior, habitually not turning in assignments, or perhaps something theyve
done well. When making these phone calls I will be sure to be specific about what the call is
concerning, incorporate something positive about their child even when something negative
needs to be addressed, and review demographic information and name pronunciation beforehand.
Predicting possible responses from parents will precede calls home and a log of calls made will
be kept following these parent-teacher interactions.
Emmer, Edmund, et al., eds. Handbook of classroom management: Research, practice, and
contemporary issues. Routledge, 2013.