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Classroom Management Plan

Mirette Carpenter
Georgia College and State University
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This fall, I will most likely be placed with 5th or 6th graders, hopefully teaching science.

In order to maintain a productive, engaging, and dynamic learning environment, I must first have

an established and well thought out classroom management plan. Through this classroom

management plan, I have honed my personal philosophy on teaching, further developed my

understanding of how to address the needs of middle level learners, and investigated ways to

ensure that the two coincide effectively.

Before starting my research, I jotted down a list of things that I either wanted my

classroom to provide to my students, or things that I wanted my students to get from my

classroom or myself as a teacher. This was my attempt to figure out my personal philosophy, and

why it matters. After about 20 minutes of intense scribbling over an entire sheet of blank paper, I

realized that there is A LOT that I want for my students and for my classroom, but I had no real

idea of how to implement these incredible goals and aspirations. After researching different

models, and developing a clearer plan for how to make these goals and aspirations a reality, the

beauty of the scribbled list seemed to surface:

I want my students to… I want my classroom to…

 be confident in their own skin and
comfortable in their own shoes
 be the open-minded, compassionate, and
competent generation our future needs
 understand the importance of asking for
help, and never hesitate to do so
 push everyone in it to be the best version
of themselves
 ignite a spark of curiosity and create a
love for lifelong learning
 open the door of opportunity for every
student that steps foot inside

Principles that help guide my classroom management plan include theories from Gordon,

Dreikurs, Canter, and Jones. Using parts of these theories helped me create a very individualized

and specific classroom management plan with all of the criteria that I found essential to establish

in my classroom. I used theories from Gordon, specifically the No-Lose Conflict Resolutions, to

help guide the “Time-In” disciplinary action. I used the theory of logical consequences by
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Dreikurs to shape each consequence throughout my classroom management plan so that it

addresses the desired or undesired behavior. I used Canter’s model to back up my ideas and

philosophy about praising positive behavior, and why acknowledging positive behavior is

important. Finally, I used the Limit Setting skill cluster from Jones as a nonverbal cue I can use

in my classroom. These different theories and research really helped me create the core of my

classroom management plan, and create specific steps in achieving my desired classroom

philosophy.

Classroom management is an extremely complicated aspect of teaching, and it will never

be perfected, which is a blessing and a curse in itself. There are always ways to improve and

enhance classroom management, yet they will never be perfect. This Classroom Management

Plan addresses various strategies and techniques needed in order to transform my scribbled list of

ideas into an active philosophy, and turn my vision into a reality.

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Classroom Diagram:

Below is a diagram of how my classroom will be set up and arranged.

Sample White Board 1

#1: Supply Station #4: In-N-Out Sheet & Hall Passes

#2: Turn-It-In-Bin #5: Ya Missed Out! Work

#3: Watcha Wondering? Dropbox #6: Time-In Area

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Part A:

Classroom Rules:

Laws of Classroomification

 Because I will be teaching science, I related the name of our classroom rules to Newton’s

Laws. In science, a Law is a generalized rule that describes an observation. In my

classroom, the “Laws” are rules put in place for students to follow in order to achieve and

observe desired behaviors.

3 P’s: Prepared, Punctual, and Productive

 In order for each day to run smoothly, it is important to arrive on time and ready to learn.

This means that you come prepared with the materials you need, and have these materials

unpacked and ready before class starts. By coming to class each day on time, prepared and

ready to learn, we can focus our time on the learning activity, and increase our

productivity.

o This rule is important because it sets the expectation that each student needs to

come to class ready to learn both mentally and physically. The 3 P’s also work to

build and practice real world skills like being on time, planning ahead, and

accountability. Students can use these skills in any profession or situation, and

extend beyond the classroom.

R.E.S.P.E.C.T

 Respect for yourself, others, and the learning environment. Respect in general is making

sure you are being positive, and not using “put downs” in any way.

 Respect for yourself: you should treat yourself and your learning in a positive way,

showing that you care about you and your learning. Hold yourself to high standards, and
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push yourself to be the best you can be. Having respect for yourself is being nice to

yourself; speak to yourself in an encouraging way, not in a negative or destructive way.

Respect for yourself builds dignity.

 Respect for others: treat others better than you wish to be treated. Respecting others means

being open minded and accepting of everyone around you, and not judging people for the

way they look, act, or for what they say. Respecting others means listening to others

comments and ideas, and honoring their words. Respect for others builds compassion.

 Respect for the learning environment: respect for your own learning, the learning of

others, and for the learning activity itself. Treat the classroom and the materials in the

classroom with care. Do not use inflammatory or offensive language, because that does

not show respect for the classroom and those in it. Respect for the learning environment

builds integrity.

o Respect is a rule that students in my classroom must follow because it helps create

a positive and safe learning environment. This rule combats bullying, put-downs,

negativity, and many more factors that can make a classroom unsafe or

uncomfortable. Young adolescents need a place where they can be themselves with

no fear, and when the rule of Respect is followed, the classroom becomes that

place. Each aspect of respect also builds certain characteristics and qualities that

are important to exemplify in life.

Use the Hand Signs

 We will use hand signs to ask certain questions to minimize disruptions and maximize

learning time. Different hand signs will signal different things. Using hand signs allows

me to address your specific need without having to disrupt the entire class. We will go
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over each hand sign, and the appropriate time to use these hand signs. Depending on your

hand signal to me, I will either signal the hand sign back to you in return, letting you know

that your permission has been granted, or I will shake my head conveying that you do not

have permission.

 Hand Signals:

 Restroom: index finger crossed with middle finger

 Sharpen Pencil: hold pencil in air

 Need of Materials: hand in fist with index finger extended

 Question: hand in fist with pinky extended

 Answer: hold hand with all fingers extended but thumb folded across palm

 Comment: shape hand in the letter “c”

 Yes, No, Maybe So: thumbs up, down, or in the middle

o This rule is important because it minimizes distractions and interruptions from questions

like “can I sharpen my pencil?” or “can I go to the bathroom?” This is helpful because

when these distractions are minimized, instructional time and work time are maximized.

Consequence for Violation:

If students are not prepared, they will be required to do a Classroom Chore for every

material they are not prepared with. If violation of any of the 3 P’s continues regularly, a

conference needs to be set up to determine the reason or underlying issue that the student

continuously violates the rules. The conference should address the problem and create a No-Lose

Conflict Resolution to solve the issue and prevent it from happening again. If a student violates

the Respect rule, the first measure of action will be a verbal warning, and if that does not put an

end to the issue an individual conference will be held to figure out why a student cannot be
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respectful. To help students practice respect and positivity, they should be the Door Greeter for

that day, to give that students an opportunity to show respect to their fellow classmates and

model the desired behavior. For the last rule, if a student refuses to use the Hand Signs properly,

they will get a verbal warning and if misbehavior and misuse of the Hand Signs continues, the

student will also need an individual conference to discuss behavior and why the Hand Signs are

not being used appropriately. The student must understand that if they want to do any of the

actions that the Hand Signs indicate, that is the way to ask to do them in my classroom. If they

cannot ask properly, they cannot go.

Classroom Values:

Opportunity Over Obligation

 This is a reminder that I take with me wherever I go, and I apply it to whatever I am

doing. If you live your life viewing situations as opportunities, or something that you get

to do, rather than obligations, or something that you have to or must do, you will

encounter these situations with a much more positive and optimistic perspective. In this

classroom, it is important to remember that being here is

Power of Positivity

 This classroom is a positive learning environment, and should be kept that way each and

every day, all year. When you have a positive attitude and an open mind, everything you

do comes much easier.

 My classroom will be a no tolerance zone for bullying, put-downs, derogatory comments,

and negativity. To create a supportive and safe learning environment, students must feel

accepted, comfortable, and confident; these characteristics never blossom from negativity,
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which is why we will encourage positivity and persistence, and leave negativity at the

door and outside of the 4 walls, or do away with it altogether!

 This is very important to middle level learners because it provides an opportunity for

students to practice healthy emotional and social development, and encourages positive

emotional and social development. Young adolescents are extremely fragile and they are

at a very pivotal stage in their lives, and by practicing positivity they are practicing good

social and emotional wellbeing too.

Teamwork Makes the Dream Work

 In this class, we are all part of a bigger puzzle. While we are all individuals, we each have

an important role and part in the puzzle. If one piece is missing or not fully in place, the

puzzle is incomplete. No one piece is more important than the other. We will work

together each day as a whole and as individuals to create the best puzzle we possibly can

by supporting, encouraging, and pushing one another to be the best we can be as

individuals, so that we can be even better as a whole. Just as the saying says, “we are only

as strong as our weakest link.”

 This is another way young adolescents can practice social development. Because students

are expected to collaborate and work together, they will be practicing social skills that

they can use in their everyday lives. It is important for students to get opportunities to

practice these social skills, such as full class discussions and collaborative group-work, in

order to continue their social development.

Honesty is the Best Policy

 In this classroom, we will always be honest with ourselves, our peers, and our teachers, no

matter the situation.

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Part B:

a. On the first day of class as well as throughout the year, students will have assigned seats.

I will assign students randomly on the first day, and have their names taped to their seat,

so that when they come in they have a sense of belonging immediately. This will

eliminate the fear some students have of not knowing who or where to sit, and will aim to

break up cliques. Students will change seats bi-weekly, to ensure that different students

are able to interact and exchange ideas with each other. This will also help students

become comfortable with one another, which will help build students confidence in

speaking in class. Students will always be in groups or pairs, to encourage collaboration

and discussion when appropriate.

 Differentiation: Assigning seats also helps to differentiate in the classroom, because

I can strategically group students without them being aware of it; this is to ensure

that every student is growing and being challenged consistently. I will sometimes

group students heterogeneously for collaborative activities, or to foster an MKO

(Vygotsky, 1978). Other times homogeneous grouping is more appropriate for

activities such as extension/revisit/review stations.

b. At the beginning of each class, students will have a warm-up they will complete.

Beginning each class with a Do-Now task gives students a job immediately upon entering

the room. The content questions give students a chance to refresh their memory on what

we talked about in class the day before, and it helps quickly assess student’s knowledge

and understanding of the content itself. The character building questions provide

opportunities to strengthen relationships between students and myself, and the students

with each other.

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 “Quick 6”: Students will have the first 6 minutes of class to complete 2 tasks:

unpack materials needed for that day, and the Do-Now.

 An agenda and material list will be posted so students have clear expectations

of what they need and don’t need for the day’s lesson. If the lesson requires

materials from List 2, they will be available for students to get freely from

the Supply Station (#1 on Classroom Diagram) during this time.

Material List 1: pencils, pens, paper

Material List 2: scissors, glue, markers, colored pencils, highlighters,

construction paper, etc.

 Each day, a “Do-Now” warmup will be projected on the board for students to

complete. Students will get a Do- Now warmup answer sheet, where they

will paste in their ISN (interactive science notebook) and record their

answers for each day. On Monday through Thursday, the Warm-Up will be a

content based question. On Fridays, the Warm-Up will be more of a character

building or personal question.

Example of Content Based Question:

 Give an example of a symbiotic relationship you have experienced

in your own life.

Example of Character Building Question:

 If you could choose to do anything for a day, what would it be?

 Door Greeter: Each day, a different student will stand with me at the door to greet

their classmates. This is a time for one student to say something positive to every

student that walks in the classroom. By doing this, students are building positive
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relationships with one another, and creating a positive learning environment the

instant they walk into the class. This will help combat bullying and negativity in the

classroom, because it is much more difficult to bully someone who has just said

something nice to you than someone who hasn’t said anything at all. A door greeter

is a simple way to encourage positivity, and promotes a healthy and safe learning

environment.

 Class Agenda: Once the Quick 6 is up and we have gone over the Do-Now warmup,

I will go over the day’s agenda, learning target, and standards with the students. This

is a time to set clear expectations for the day and for the lesson.

 “Wrap-It-Up”: At the end of each class, I will lead students in a short, 2 to 3-minute

closing discussion. This discussion will help wrap up the lesson, and tie any loose

ends. The discussion will ask students to share something they learned, and give

students a chance to write something they still may be confused about or still have

questions about, which they can drop in the “Watcha Wondering?” Box on their way

out (#3 on Classroom Diagram). On Friday’s students will complete a Ticket Out the

Door as a weekly checkpoint, to gage their understanding and assist in grouping for

the upcoming week.

c. Students have specific times to go to the bathroom during the school day, but there are

always exceptions and emergencies. If students should need to use the restroom during

class time, they will need to raise their hand and give the Hand Signal. If it is not during

instructional time, I will signal back the hand sign to the student indicating they may go

use the restroom. Once students get the “OK,” they will sign the “In-N-Out Sheet”, and

take the restroom pass. When they return, they will sign back in. If many different
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students are showing the bathroom sign, I will jot down a list of names and have students

go as one gets back. Only one boy and one girl are allowed out of the classroom at a time,

so I am able to keep a close eye on who is out and how long they have been out for.

o In-N-Out Sheet (#4 on Classroom Diagram): this will be a document that is by the

passes, and whenever a student leaves the classroom, they will fill out this document

with the time out, time back in, and the reason. This way every student that leaves

and comes back during class time is documented and accounted for. It also gives me

the ability to track the reasons for students leaving the classroom. If a student is

leaving every day to go to the bathroom, an individual meeting with that student

needs to happen to figure out whether they just aren’t going to the restroom when

they are supposed to, or if there is another underlying issue that may be occurring.

o Because young adolescents are going through so many physical changes, students

may experience more often than expected emergencies dealing with their

development. It is important for students to be allowed to go the bathroom to handle

these situations in the most efficient and least embarrassing way possible.

d. Students will have the opportunity to sharpen their pencil freely during the “Quick-6”

time; students may get up quietly to sharpen their pencil without asking permission. After

“Quick-6” is up, students will use the Hand Signal asking if they can sharpen their pencil.

This method will allow students to prepare during the designated time, but also lets

students take care of their needs during work time without causing major disruptions.

Students will not be allowed to sharpen their pencil during opening instruction time, or if

a pencil is not needed for the learning activity that particular day.
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e. Students who do not have paper or pencil will Ask 3 Then Me. If students come to me

asking for a pencil, I know they have already asked their peers and attempted to use their

other resources to get what they need before coming to me. I will have a supplies bin that

students can borrow from, but they must sign up for a “classroom chore” in return.

 Ask 3 Then Me: before students ask me a question, unless it is about specific

instructions, they should ask 3 of their classmates first. This encourages students to

use one another as a resource, instead of relying directly on me as the teacher. When

asking peers questions, students must do so at a time that is not instructional time, or

a time when I or another student is speaking. This strategy is mainly for students who

need certain materials. If a student has a question about the content or about specific

instructions, they may use the Hand Sign for a question, and directly ask me once I

signal them to do so.

 Classroom Chores: classroom chores are quick things that will help keep the room

clean and tidy. Students will get assigned a chore by picking popsicle sticks; each

popsicle stick will have a specific chore on it. For example, if a student needs a

pencil, they can borrow a pencil and in turn will make sure all chairs are pushed in at

the end of class. This method is effective because it gives the student a sense of

responsibility, and accountability. This trade-off is beneficial to both the student,

because they are able to do their work, and the classroom because it is being kept

after. If you take something from the classroom, you must then return it in some way.

f. All work will be turned in to a designated Turn-It-In-Bin (#2 on Classroom Diagram):

each class period will have a different colored bin. Each class will have 2 separate bins,

one bin for homework, which will be taken up and the beginning of every class, and one
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bin which will be for all other assignments. Students will turn in work to this bin at the

end of class. While the procedure is the same for both homework and other assignments,

the different bins allows me to take up homework first and all other work at the end of

class.

g. Regardless of if an absence is excused or unexcused, every student has the right and

responsibility to all assignments and work done both in and out of class. Students will

have monthly buddies that they will be assigned, and these buddies are responsible for

making sure one another has what they need if they are absent. If a student is absent, I

will put their name on the missed work, and put their work in the “Missed Out” Folder

(#5 on Classroom Diagram). When the student returns form school, they will know to go

directly to their buddy to figure out what they missed. If the student who was absent has

questions about the assignment, they will Ask 3 Then Me, but start with asking their

buddy. Along with the buddy system, I will include missed work or assignments on the

bi-weekly emails that I will send home to parents. This way, the parents are informed

about what their child missed, and there are no holes or misunderstandings, and the

expectations are clear.

 Bi-Weekly Emails: to encourage parent involvement, I will send each parent an email

bi-weekly. I will send say block 1 and 3 one week, and the next week send block 2

and 4, and continue alternating weekly. This way, regardless of if it is positive or

negative, I am maintaining contact with parents and they have the opportunity and

ability to stay involved in my classroom. Parent involvement is extremely important

to me because when my students are not in school, they are at home with their parent
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or guardian. It is crucial that whether or not we are together physically, we all remain

on the same page.

h. As far as written work goes, I will only require their name, date, and class period at the

top of the paper. Which ever way students want to express their ideas, be it in pencil or

purple ink, as long as their work is legible and of high quality, I am okay with it. Torn

edges, on the other hand are not acceptable. No matter how rich in quality a piece of

work is, if it is presented in a ratty or messy manner, it gives a first impression that the

work is not of high quality. This is an important lesson for students to learn, because it

creates the standard that their work is of value, and it should reflect that on first

impression. Whether it is an assignment in the classroom or for something else,

presentation is always important, and this is a skill they can practice easily with the work

they turn in.

i. Students should exhibit both cooperation and collaboration, but I want students to show

more aspects of collaboration. Cooperation tends to be less of every student’s voice, and

more of just enabling one idea or work from a single or few students. Collaboration is

more of working alongside one another, where everyone’s ideas are valued and

considered. In small groups, students will have task cards with specific jobs they are

responsible for.

 Task Cards: When working in small groups, each student will have a different task

card which they must fulfill during that group work session. Task card examples are

The Recorder, The Facilitator, or The Summarizer. Students will get different task

cards will change throughout the year, so every student gets the opportunity to

practice each job or task. This will ensure that students are practicing different skills
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that they can use in the real world, and ensure that students are effectively

collaborating and all putting in effort in the group work.

Part C:

First Week Procedures:

1. Hallway Behavior: Students should walk in single file on the right side of the hallway,

and loop properly. Students are expected to go directly to their next class, and take the

shortest and quickest route possible. If students need to use the restroom or get water,

they should do so during class change. Students are expected to whisper in the hallway,

and keep hands, feet, and objects to themselves. Hallway behavior expectations are

important to discuss the first week of school because it is something that students will be

doing every single day, and it is something that needs to be addressed, practiced, and

corrected as quickly as possible. It is important for students to know how to behave in the

hallways to remain safe, and also to minimize disruptions to other classrooms and other

student’s learning.

2. Call and Response: The Call and Response technique is where the teacher says a certain

phrase, and the students respond with a completing or responding phrase. This is a

strategy I will use to get my students attention at any point in time during the lesson. No

matter what students are doing, if they hear the call, they should respond, stop what they

are doing, and give me their full attention. Call and response is an important procedure to

address the first week of school because it is a way to get the students attention in even

the most chaotic situations, and it is a technique that I will use all year long.

 Call and Response Examples:

o Call: “Hocus Pocus” Response: “Everyone focus.”

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o Clapping Routine

o Call: “S-T” Response: “O-P”

3. Technology: Students should only be using the technology that is permitted for that day,

in the appropriate way. Students are given the privilege and opportunity to use

technology like Chromebooks in the classroom. Students are expected to treat this

technology with respect and care. Students should only use the technology for its

intended purpose for learning, and should not be used for anything else. Using

technology is often something that opens the door for many distractions, but if students

understand what is expected of them while using technology these distractions will be

minimized. Technology will be used frequently in my classroom, so it is important to

prioritize and clarify these expectations so students know how to behave correctly when

using it.

Additional Procedures:

1. Expectations for When I Am Out/Substitute Teacher: It is extremely important for my

students to understand that if I am out, the rules remain the same, and the expectations are

raised. Students must treat the substitute with respect and should do as the substitute says,

even if it is not the normal routine of the class. Students should complete the assignment I

have left for the substitute as if I were there. If behavior issues arise, students should be

prefaced that their consequences will be heavier and will not be treated lightly. Students

should still use the In-and-Out Sheet, but only for restroom use.

2. Presentation or Guest Speaker Expectations: If someone is giving a presentation, or there

is a guest speaker, students should give the presenters their undivided attention. Students

should sit upright in their chair, facing the speaker. Students should take notes if directed
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to do so, and listen attentively. Students should be engaged in the presentation, and ask

appropriate questions at the designated times. Students should be respectful and mindful

of the presenter, and clap once the presentation is finished. Students should thank the

guest speaker or the presenter for visiting our classroom. I would address this procedure

the day before a guest speaker comes, or the day before presentations begin. Because this

is not an everyday occurrence, students will need a refresher on their expectations each

time presentations happen or a guest speaker comes. This is important to address prior to

the guest speaker being there, and prior to presentations because students must have clear

expectations of their behavior before the event itself.

3. Lab Safety Expectations: Because I teach science, it is extremely important to discuss

Lab Safety Procedures with students often. Each Lab require different specific safety

procedures and expectations, but all labs require 5 essential rules.

1) Read entire lab manual before you begin and follow all instructions

exactly as explained

2) If you have ANY questions at all, ask first

3) Report any accident/broken materials to the teacher, regardless of the

severity

4) Know the location and use of Lab Safety Equipment in case of

emergencies

5) No horseplay- this is a ZERO Tolerance policy

It is extremely important for students to follow these rules closely during labs because

their safety could potentially be at risk. Students who violate any of these rules at any

time will immediately get a written assignment to complete instead.

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Part D:

Despite the structure and specificity of my classroom management plan, there will always

be situations where I am faced with making a disciplinary decision. Discipline should be quick,

effective and finite. Behavior issues should be dealt with at that moment, and both the students

and the teacher should be able to move on smoothly and continue with a productive lesson. In

order for disciplinary action to appear seamless, it must be concise, consistent, and controlled.

a. There are many different discipline techniques to manage minor misbehaviors. Below are a

few of the techniques I will implement in my own classroom.

 Nonverbal Cues: Using nonverbal cues help redirect and refocus students without

causing a major disruption to instruction or to the lesson. One of the nonverbal cues

that I will use frequently is proximity. By changing my body language or physical

proximity to students is a way to check student’s work and refocus students who are

not fully on task. This is an example of the skill cluster that Jones (1987) describes as

limit setting. When you limit behaviors due to the classroom setting, for example

teacher-student proximity, students do not have as much of an opportunity to

misbehave, because initial behaviors that are unacceptable are considered and

addressed before they even happen. Verbal cues are also

o Individual Cues: with some students, it can be extremely beneficial to

create individual cues with students who require extra refocusing or

redirection. For example, with a student who blurts out comments that may

be on topic but just out of turn, creating an individual cue, like pulling my

ear, to let that student know they are talking out too much is a way to

redirect that student specifically without having to stop the lesson or give
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the situation any more attention by asking the student to stop in front of the

whole class. Oftentimes the student is looking for attention from their

peers, so with individual cues they are not causing as much of a

disturbance, and it gives them a sense of value and individuality.

 Verbal Cues: Explicit verbal cues are useful because they help remind students of

specific expectations or violations of expectations, reinforce those expectations, and

to redirect and refocus students to adhere to the classroom expectations. Though this

type of cue causes a small disruption, or more of a disruption than a nonverbal cue

causes, it is still effective in addressing a minor behavior issue and then moving

forward.

 Recognizing Positive Behavior: In my classroom I will aim to recognize good

behavior more than I criticize or correct bad behavior. Through acknowledgement of

good or desired behavior, students who are behaving properly are praised and

students who are behaving improperly are given a model to follow. This concept

connects closely to what Canter (1989) states: “teachers must use positive repetition

to reinforce the students when they do follow the directions.” Often the focus is on

those who are not following directions, but I want the students who are following

directions to be recognized and thanked. For example, I would thank students who

come in and unpack their materials quietly, or thank groups for working together

well. This indirectly speaks to students who are not being thanked or recognized for

their behavior, and causes these students to reevaluate their own behavior and make

any adjustments.

Minor Misbehavior Examples:

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o Talking out of turn

o Out of seat without permission

o Passing notes

o Unprepared for class

o Horseplay

b. Effective discipline is concise, consistent, and controlled. Effective discipline is not dragged

out or over-exaggerated; it takes care of the problem in a succinct and logical fashion.

Effective discipline is consistent among all behaviors and all students; the same disciplinary

action should be taken for specific behaviors, and this should be planned and thought out so

execution of the discipline itself is smooth. In order for discipline to be effective, it must be

universal. Effective discipline is also controlled; it involves the student who is displaying the

inappropriate behavior and the teacher, and does not cause a big scene or major disruption to

the rest of the class. Discipline that deals with the issue and then moves on without going

back to an incident is effective because it shows that the situation was handled and is over.

Discipline should be used and implemented when violations of the rules and expectations of

the classroom occur.

3 Types of Fair Discipline:

 “Time-In” over Time-Out (#6 on Classroom Diagram): The concept of “Time-In” is to

ensure that students stay in the classroom and remain an active part of the class. “Time-

In” is a strategy that students who have had 3 or more verbal warnings for misbehaving.

This technique gives the student an opportunity to reflect on their behavior, and a chance

to think about a solution to avoid similar problems in the future. Instead of sending

students out in the hallway for being disruptive, on the 4th warning I will simply place
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the “Time-In” questionnaire on their desk and they will take it to the designated “Time-

In” area in the classroom. This strategy pulls aspects of the disciplinary model of

Gordon (1970): one being that a goal is to create a No-Lose Conflict Resolution. This is

a way for the student and teacher to find a solution that both the teacher and student

accept and find meaningful. The “Time-In” strategy allows students a chance to cool off,

and then problem-solve, and is a way for them to express themselves in a safe,

accepting, and understanding environment.

o Example questions on a “Time-In” Slip:

 What was the behavior that was unacceptable and why do you think it is

unacceptable? What was the reason behind your behavior?

 What is something we can both do to keep this situation from happening

again?

o “Time-In” provides students opportunities to practice and engage cognitive

development, because it forces them to think in a growth mindset way, rather

than a fixed mindset. This is because it requires students to reflect on their

behavior, and determine reasons and connections between their behavior and the

consequence. This allows students to think more abstractly, and understand that

their actions lead to consequences.

 Logical Consequences: It is useful to align consequences with behavior so that they

make sense and practice the desired behavior. Dreikurs (1968) stated that logical

consequences should be related to the behavior and should show a clear relationship

between the act and the result of their own behavior.

o Examples of Logical Consequences:

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 If a student continues to talk out of turn in class, giving them silent lunch

will provide an opportunity for students to practice appropriate times to

talk and not talk.

 If a student leaves their desk or work station a mess, the next day they

will pick a Classroom Chore to perform the next day. This gives them an

opportunity to practice cleaning up and respecting the classroom

environment.

 Consequence Progression: With any disciplinary action, the consequences should start

out minimal, because it gives the student an opportunity to fix their behavior with

minimal disruption or consequence. Using a progression of consequences gives a student

multiple chances to correct their behavior before losing a privilege or getting a large

punishment. Students should always get the chance to fix their behavior and do better in

a classroom, before getting punished.

o Example of Consequence Progression:

 Nonverbal cue; ex: proximity

 Verbal cue (2); ex: please stop talking and focus on the assigned work

 Setting Change; ex: move student to a different seat

 Loss of Privilege; ex: silent lunch

 “Time-In”

 Write up or Referral

There are many disciplinary actions that are not fair and that should be avoided. In my

classroom, I will not use disciplinary actions that punish students for behavior that they did
Running head: CLASSROOM MANAGEMENT PLAN 25

not exhibit, singling students out, or using physical force. These examples are elaborated on

below.

 Punishment of the Entire Class: Often times one or two or a few students display

inappropriate behavior, and cause the entire class to get in trouble or lose certain

privileges. Punishing the entire class for behavior of certain students is not fair to

students who exhibited proper and desirable behavior, so it should be avoided altogether.

 Using a Student as a “Bad” Example: Singling a student out in a negative way is a form

of psychological abuse and is extremely inappropriate in the classroom. Using students

who are misbehaving as an example gives attention to negative behavior, rather than

focusing on positive behavior and encouraging a positive earning environment.

 Physical Force: Never is it okay to using physical force or put your hands on a student.

This type of discipline will always be avoided no matter the severity of the behavior.

c. Disciplinary Scenarios:

o Scenario iii: My classroom is a no tolerance zone for bullying and put downs. This is a

direct violation of both the classroom rule Respect, and classroom value of Positivity and

Teamwork. Because of these violations, I would pull each student aside and discuss

individually the consequences. The logical consequence for each of the bullies would be

to write a 5 paragraph essay or create a presentation answering 3 major prompts: why

bullying/cyberbullying is bad, negative effects of bullying/cyberbullying, and how their

behavior will change going forward. The students will sit and work on this assignment

during lunch until it is complete. This logical consequence teaches them that if they

cannot say nice things, they will not say anything at all during lunch. I will also require

each of the bullies to write a formal apology to the student they were bullying, and refer
Running head: CLASSROOM MANAGEMENT PLAN 26

them to the counselor. I would then personally meet with the student who was being

bullied, to clarify that the situation has been handled, and to let them know that I am

referring them to the counselor too, just to make sure their emotional wellbeing is

protected.

o Scenario iv: For this scenario, it is important to diffuse the situation immediately, and

separate the boys. The first decision I would make is to address the situation in a calm

manner by sending the boy who made the threat out in hallway, asking him to wait for me

to come talk to him, and the student who was threatened to go sit in an isolated desk. I

would then direct the rest of the class to continue on the assignment, giving a student who

understood the problem an opportunity to explain it to the rest of the class. I would give

the boy who was threatened a “Report Slip” where they can write their side of the story

and the events that led up to this situation. I would then go outside and talk to the boy

who made the threat, and give him a “Report Slip” to fill out as well, remaining in the

hallway. Once both students have filled out their “Report Slip,” I would bring them to the

counselor to let them decide the severity of the situation. Another decision I would make

is to notify their next teacher of the situation if the 2 boys are in the same class, and hold

one of the boys back so that no altercation can occur or reignite in the hallway.

o Scenario v: In this situation, the first decision I would make is to set up another meeting

with this student. During this meeting, I would talk with the student and begin to work on

a No-Lose Conflict Resolution with him. Even though the student may not have been in

the “Time-In” area or filled out a “Time-In” Questionnaire, this is a way for the teacher

and student to figure out the root of the problem, brainstorm resolutions, agree on a

resolution, and finally, implement this resolution. One resolution I may suggest is an
Running head: CLASSROOM MANAGEMENT PLAN 27

individual cue for this student, that is just between myself and him. When he sees me do

the cue, he will know that he is talking too much and needs to settle down. Part of our

resolution would include consequences if he violates the resolution we agreed upon.

Part E:

Scenario:

o There is a student in your class that comes in and puts his head down immediately upon

entering. You ask the student to sit up multiple times, and finally the student sits up, but

refuses to complete any work. You meet with the student individually, and ask what is

causing him not to want to do any work, and he responds by telling you he hates school

and he thinks science is boring. What do you do now?

 Suggestions for Resolution:

- Ask his other teachers if they are dealing with similar issues in their

own class

- Set up a time for an individual meeting with student again. Talk with

the student about reasons why he is feeling this way about school, and

why his motivation is so low; try and figure out underlying issues. Also

discuss specific topics or areas of interest to the student, regardless of

whether it is school related.

- Create an Action Plan with this student of things you will do to try and

make class more interesting for him, and things he will do to work on

motivation, attitude, and engagement.

- Try to incorporate something this student found of interest in some

way, shape, or form, into an upcoming lesson.

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References:

Canter, Lee. (1989). Assertive discipline- more than names on the board and marbles in a jar.

Phi Delta Kappa International. 71(1). Retrieved from

http://bottemabeutel.com/wp-content/uploads/2014/01/Canter_Assertive-Discipline.pdf

Dreikurs, Rudolph & Grey, Loren. (1968). Logical consequences: a handbook of discipline.

Retrieved from http://csefel.vanderbilt.edu/briefs/wwb18.pdf

Gordon, Thomas. (1970). Origins of the Gordon model. Gordon Training. Retrieved from
http://www.gordontraining.com/thomas-gordon/origins-of-the-gordon-model/
Jones, Frederic. (1987). Positive classroom discipline. Retrieved from
http://www.fredjones.com/discipline-18-1
Vygotsky, Lev. (1978). Interaction between learning and development. Readings on the
development of children, 23(3), 34-41.