Wasielewski Classroom Management Plan ~ Page 1

Work Requirements
Students will be invited, encouraged, instructed and
celebrated as they put forth their best effort at all
times, do their best work, put learning ahead of getting
good grades and focus on quality.
The students should not be confused when it comes to
following the procedures. Commonly used procedures
will be typed out and taped to the desk as reminders.
These will include procedures such as asking for help,
requesting to leave to use the restroom, passing out
papers, and sharpening pencils.
The English classroom will contain a variety of
materials used to get the work done. This will include
pencils, erasers, highlighters, scrap paper, large sheets
of paper, markers and other materials used to draft, edit
and finalize writing assignments. There will also be
materials used when reading such as graphic organizers
and sticky notes. These materials will be kept in an
organized area with the procedures written above on a
bulletin board to serve as a reminder.

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Absenteeism
The ONWMY Folder will be available
each day for absent students. It stands for
Oh No! We Missed You! The absent
student will gather the missed assignments,
and return the assignment to this folder
once completed. Attached to the
assignment will be a note, see example, that
will include instructions (read chapter 4 in
textbook, complete instructions indicated
on attached sheet) and a due date.

Each class will have its own bin with

hanging folders. The folders will be used to
collect homework, submit journal entries
and to distribute information. It will be
divided by day. So, if a student misses
Monday, then he/she will go to that folder to
obtain the assignment for the day.

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Notes from Home
Collected at the beginning of class, students
will use the Notes from Home hanging
folder box located on the teacher desk. This
will be where students can drop off a note
from their parents, or the notes that will be
sent home with each student with the request
that parents sign and return it.
Notes from Parents
to Mrs. Wasielewski
Notes to/from home will include the class
newsletter, progress reports, positive praise
and information about upcoming lessons,
projects, field trips or announcements. Some
(not all) will require the students to return
them with a parent signature.

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Beginning of Class
Greet all students as they enter with a smile
and a happy greeting. Instruct them to read
and then follow instructions displayed on
overhead.

Objectives will be written on the board in

both teacher language and student
language. This way the students will
understand what exactly they will be doing in
class. For example, Elements of Plot
Development can also be written as What in
the world happened in that crazy book? Lets
find out! so that students can make the
connection.

Seating arrangement on the board. Each

student will be assigned a number; student will
sit at that desk/table with that number. This
seating will be intentional based up on activity
and grouping.

Grab their attention with a hook that ties to the lesson.

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All Transitions
Effectively conducted transitions begin with
clearly defining, modeling and practicing what is
to occur. Students must first understand what is
expected when transitioning from guided
practice to independent practice, from class
discussion to team work or how we end the class
period and line up. After observing the typical
time it takes students to transition, I will then
incorporate that time into the lesson plan.

End of the class transition is very important to

summarize learning, remind students about their
next steps and have mental closure about the
class period. As the class period starts to come
to a close, I will remind students that we are
about to end class and what they need to do
(turn in a paper, put away supplies, etc.) and
when. A displayed timer may be used.

Approximately 5 minutes before the class ends I

will pull the class to attention. Students will
share the goals accomplished (using teacher
prompts) and review what is to happen next.
This can include homework to be accomplished,
the next days lesson or an upcoming event.

The final piece of the end of class transition is a

celebration. I will call attention to a task done
well, a positive social skill observed or an
insightful question asked.

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Getting Students Attention
A consistent signal to request and then obtain attention is
first key. If a school already has a system in place, then
that will be used. It is not the system that matters, but
instead how it is implemented. First, students will be
taught the system. I will use the same wording, such as
class, class when requesting attention. Using a
variety of signals can be confusing. When students are
engaged in group work, the teacher will honor that
focus by interrupting them in a consistent manner.
Practice the system. When the teacher says class,
class they will stop talking, respond with yes, yes
and turn to face the teacher to hear instructions. This
will be taught and practiced during the first weeks of
school. It will then be reinforced by praising the
students correctly displaying the behavior. It is
important to use the same signal and expect the same
result.
Implement the system effectively. For this to work,
the teacher will remain quiet and wait for the students
to respond. No need to talk over them, or this will
encourage them to keep talking.
In addition to what is described above, getting a
students attention also means behaving in a way to
redirect, remove, engage and involve the student in
learning. As the chart describes, these teacher
behaviors will invite the students to participate instead
of being disengaged.

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Collaborative Group Work
Group work begins by first explaining,
modeling and practicing it. The CHAMPS
chart helps students understand not whole-class
activity and small-group partner activities and
how the look different than individual and test
mode.
Intentional grouping is important. Allowing
students to choose their own groups can lead to
wasted time, hurt feelings and mismatched
abilities/interests.
Classroom set up. Leaning over a desk to edit another
students paper is uncomfortable and awkward. The
classroom will be set up to allow for side-by-side and
face-to-face interactions necessary when collaborating
in a group.
Participation by all. Group work will be designed so
that all students play a role by contributing in some
form, whether it is sharing a thought, taking notes, or
reporting out.
Clear instructions. Students will first receive instructions, then I will check for
comprehension. After obtained, a signal given (hand clap, soft music plays, or timer
begins) to indicate the group project can start. To reinforce the instructions, they will
also be displayed on the overhead or using a handout. To keep students on task I will
circulate, indicating when time is about to end.
As indicated in the sample chart, students will be responsible for their own success as a
member of the group. For example, this will include: stay on task, ask questions to
obtain clarification, respect others and stay with the group.

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Cultivating Social Skills
Social skills will be taught, modeled and
reinforced as students learn. For
example, during team work, instructions
will not just include finding the topic
sentence, but also instruct students to
display proper body language and show
respect. This could be as simple as
shaking hands before sitting down to
work on the assignment.
Clear and understandable procedures will
remove the ambiguity. Using the Nice
Guy poster as an example, it is not
enough to just state these expectations.
Students will be taught what
appropriate eye contact is and is not,
examples of remaining positive, and
how to be teachable.
Social Skills will be rehearsed in a fun,
yet clear way. Students will review and
practice the skills until they become
routine.

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What to Do When Done with Work
Students will follow these steps in this order
when work is completed:
o Turn in the work after confirming
he/she did their best effort.
o Check the weekly task list. Anything
else to be done today? What about
an upcoming test or assignment?
Any work left to be done?
o Read! See this procedure.

Read! When a student completes

his/her work then independent reading
is an option in the reading area of
the classroom. This will encourage
separating the student from those still
completing the assignment.
Independent reading means a book of
their choice, a classroom appropriate
magazine or the book we are currently
reading as a class.

Wasielewski Classroom Management Plan ~ Page 10

Student Feedback
A Student Interest Survey will be conducted
at the beginning of the school year (or when
a new student joins the class). In addition
to being a tool to get to know the students,
the survey will also gather information to be
used to select books and how students
prefer to learn. In order to make the lessons
as interesting, engaging and relatable I need
to know what the students like. Fiction,
non-fiction, current topics or history are
broad categories, but will guide me when
selecting materials. And then, how do
students like to learn? Competitive group
games? Independent work? Collaborative as a
team? Using age-appropriate language I will
solicit feedback to be used during the school
year.

List of Three. After trying a new graphic

organizer, Kagan structure or team work activity,
I will request feedback as the exit ticket.
Students will quickly write 1 thing they liked
about the teaching method, 1 thing they didnt
like about it and 1 thing they would change about
it.

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New Student Orientation
Get to know the student. Just as
was done with all students at the
beginning of the year, the new
student will complete the Student
Interest Survey.
Get to know the parents. The
parents of the new student will
receive a phone call from me. I can
then get to them, learn about their child, and
share information about our classroom.
Connect the new student with a greeter. I will
provide items for them to cover such as a tour
of the class, learning about procedures and to
be the person to ask questions.
New Student Folder. This folder will contain
supply list, class expectations, goals, and
procedures. It will be ready to go so that
when a new student comes, he/she can
immediately have it as a tool to become
acclimated to the classroom expectations and
resources.

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Home and School Connection
Clear expectations will be conveyed to
parents during the meet the teacher
night and school conferences.

An Open Door policy will be

maintained so that parents can talk with
me about concerns and questions
related to their child.

Parents will be invited to participate in

opportunities to learn and support what
happens in the classroom. Not all parents
love English, or know how to support
what is happening with their child
academically. Parents will be invited to
help you child nights at the school to
learn how to support the current lessons.
Newsletters will also feature tips on how
to reinforce the curriculum.

Wasielewski Classroom Management Plan ~ Page 13

Technology in the Classroom
Safe use of technology is key
to teach before technology is
used for educational purposes.
Following the school
procedures, and/or adapting to
our needs, students will
engage in a practice activity
before using the internet for
school work. They will
incorporate the 5 E-Safe Ts
using a fun activity so they can practice before
using it for a class assignment.

Parents will be also be involved in the

technology use by reviewing and signing a
Parent Waiver. This will state how and why
technology will be used. At the beginning of
the year (and when a new student joins the
class) parents will be provided a Parent Waiver
and required to sign and return it. The waiver
will include information about technology use, such as a computer in the classroom to
conduct research, a class generated blog or if students can use their cell phones in class.

Wasielewski Classroom Management Plan ~ Page 14