Shannon Strosser

Classroom Management Plan

Background Information
This classroom management plan is designed for an 8th grade health classroom.
My personal teaching style is similar to a facilitator. I believe in promoting self-
learning to allow students to develop their own critical thinking skills and
decision-making. Developing these skills is critical in a health classroom because
leading a healthy lifestyle is about making the right decisions when faced with a
problem. But in my health classroom there will also be times when I either
demonstrate or in a sense coach the material to the students. This can be shown
in the form of lectures, discussions, group projects and more. Even though my
teaching style is not authoritarian I do believe in the work of Harry Wong. Harry
Wong believes that keeping students engaged will better the classroom
environment and keep students on task. I agree with Wong in this sense therefore,
my classroom will have upbeat assignments and group work to keep students
engaged as well as deliver information in a variety of ways to benefit all students.
My philosophy of teaching also stems from William Glassers choice theory. This
theory states that student behavior is defined by student choice not teacher
control. By giving students control and self-guided learning it is putting
responsibility in their hands and allowing the students to feel in the control so
they feel self-worth.

Classroom Design
My classroom design is attached. My classroom is designed in groups of four so
students can easily discuss ideas. In my classroom, I believe in cooperative
learning tasks as well as group assignments. By placing students in pods of four it
will make for quick and easy transitions when students are completing group
work since students will not have to get up and rearrange the classroom. The
classroom is set up to were students could easily get into groups but it is also set
up to where all students are facing the front of the rom and are facing away from
the windows. This is important to eliminate any outside distractions from
occurring as well as direct focus to the front of the room for lectures and student
presentations. No students will have to turn around to view the smart board in my
classroom. On the first day of class, students will receive an assigned seat to allow
me to quickly learn my students names and faces. There desk are well-spaced so
I can monitor the classroom and circulate through all the desk areas so I can
monitor what my students are doing. When they enter the classroom their name
and if possible picture will be displayed on the overhead so students can
immediately see where there assigned seat is. I believe this seating arrangement
best matches my teaching style and goals for my learners, but if in the end this
seating chart does not allow my students optimal learning then I will rearrange my
classroom and make modifications as needed.
 Shannon Strosser

Classroom Rules and Procedures

There are four rules in my classroom:
1. Be respectful
2. Be prepared
3. Be engaged and participative
4. Be honest and have integrity when doing assignments
Materials Needed:
Students must bring a writing utensil, their binder, homework
assignments, and book (if necessary). If students do not have materials on
any given day they should ask their peers first and then if their peers do
not have a pencil then they can borrow a pencil from the loaners. But in
order for the students to borrow a writing utensil they must leave an item
of theirs by my desk, the only way they can get their item back is if they
return the pencil back to me.
Policy on Students Leaving their Seats
Students will have six opportunities to leave class during each semester.
This is to be used to get to the bathroom, nurse, library, and other
classrooms. Students are not to ask to leave the classroom during
instruction or lecture; the appropriate time would be during group or
individual work. Emergencies do happen were students must ask to
immediately seek attention. Students should remain seated at all times
unless they are asked to get up by a teacher, move to do group work,
sharpen pencils or if needed for instruction. By limiting students
wondering around the classroom it will provide less distractions.
Policy on Students Asking Questions
Students should always raise their hands when asking questions in class.
Students should not ask the question unless the teacher calls on them.
There will be a question box in the back of the room to allow for students
to ask uncomfortable health questions that they are too embarrassed to ask
in front of the class.
Policy on Use of Devices
Internet accessible devices are not permitted in class unless instructed by
the teacher. Students should not be on devices unless given permission by
the teacher; if students abuse the use of devise then they will lose the
privilege. Technology is a great tool to use when teaching, so students will
be given opportunities to use their devices to foster learning but should not
be used in other ways. Students will be aware that the use of this devices is
not acceptable and if they break this policy then they will have to turn in
their device.
Student Engagement
Upon entering the classroom students will immediately be engaged by an
instant activity or bell ringer. By having students participate in an
assignment right away they will immediately be engaged in the lesson.
Also, in my health class students will have activity breaks that are quick
ways to get students up and awake. An example of an activity break is
lions, wizards and elves. It is quite similar to rock, paper, scissors but
 Shannon Strosser

the actions require you to stand up and use your body. By incorporating
these fun activities into the lesson students will be engaged and learn
creative ways to incorporate physical activity into their daily lives.

Disruptive Behavior
An example of a minor disruptive behavior might be two students whispering to
each other during a lesson. For this minor disruptive behavior I would use
proximity and give students the look. My students would understand that the
behavior is not acceptable during the lesson and the behavior would stop.

An example of a minor disruptive behavior might be a student calling out answers

repeatedly during the lecture or activity without raising their hand. In this
situation I would thank the student for their enthusiasm for wanting to answer all
of the questions but remind them that my classroom policy is to raise your hand
when answering questions. I would remind all students it is disrespectful to call
out and interrupt other students when they are answering questions.

An example of a major disruptive behavior might be one student specifically

saying hating words about another students race, sexual orientation, gender
orientation or religious beliefs. My classroom is supposed to be a safe place for
all students to feel comfortable in. This behavior would not be tolerated in my
classroom. The student would be sternly talked to and have the student move seats
near me so this behavior would no longer continue. Immediately I would state that
those words couldnt be said in my classroom and that we all will treat each other
with respect. After this incident occurred I would seek the bullied student to see if
they are okay. The student may be written a referral.

Assignments and Grading

Students will be sent home a syllabus at the beginning of the year with all
assignments written out on a calendar. Students and parents will have access to
power school to stay updated on graded assignments. Also, students will have
access to a Moodle page that will be constantly updated with all assignments.

Students will always be able to receive some credit for assignments. Full credit
will not be given to any assignment that was turned in past the deadline of a
project. If work is incomplete students will be asked to complete the assignment
to its entirety and to turn it in when it is done. It is more important to me to have
students fully completely the assignment with effort than to have students turn in
an assignment that is not finished.

Grading Policy
Test: 40%
Quizzes: 20%
Group Projects: 10%
 Shannon Strosser

Assignments and Participation: 20%

Physical Activity Plan: 10%
Forty percent of grades will be test to assess students knowledge of the concepts
learned as a summative assessment. Twenty percent of grades will be quizzes to
assess learning as a formative assessment. Group projects will be given so
students will learn to work amongst their peers to learn social skills. Twenty
percent of grades are assignments and participation so students are working hard
throughout the semester. Also, ten percent of students grades will be their
physical activity plan because I do not want students to just understand the
concepts I want them to apply it to their daily lives.

Parent Involvement
I will contact all parents at the beginning of the semester with a welcome to a new
school year letter. I will contact parents when students are behaving in a away that
is very respectable to me and congratulate the parents on how well their child is
behaving in my classroom. On the other hand, I will also call parents when their
child is misbehaving or if by my observations think the child may be putting them
in harm.

Parents will be able to contact me by my school e-mail address. My e-mail will be

checked Monday-Friday during work hours. On weekends, I would like to try and
separate my work life from my home life. Also, parents will be able to contact me
by phone using the school telephone number provided.

Typical Lesson
A typical lesson in my classroom would include students entering my classroom
to an instant activity. The bell ringer may range from individual quiet assignment
to discussion with a partner but they will vary every day to keep students engaged
in the beginning of class. At this time students should come in and immediately
begin on the bell ringer. Typically after the bell ringer, we will focus on the
important content for the day with some teacher led instruction or group activities.
During teacher presentations the students will stay engaged because discussion
questions will be intertwined into instruction as well as students should be taking
notes in their notebook. After the content is delivered students will participate in a
very quick activity break like the one mentioned above. Then the students will
complete work in pairs or in groups to finish out the lesson. At the end of the
lesson there will be reflection questions asked about the lesson. On Fridays,
students will bring in songs that incorporate the health topic we are working on.
The songs will be pre-approved and screened by the teacher. The students will
discuss all the songs and how it relates the content.