Classroom Management Plans

(Due Tuesday, Sept. 19, 20 points)

The purpose of this section is to support you in the process of thinking through not only general classroom management goals but
specific practices in the context of a complex classroom situation. When we think these things through in isolation (such as how I
will make special accommodations for a special needs student or how I will differentiate learning for my ELL students) it is often
difficult to take into consideration all of the other components going on in a classroom at any given time. NOW IS YOUR CHANCE!
There are 2 sections to this assignment:

1. Classroom Management Plans: What are the basic, ongoing classroom management strategies that you plan to use in your
classroom year-to-year? What will you introduce your students to at the beginning of the year in terms of rules and
procedures?
2. “A Day in the Life” Classroom Management Plans: Using the MOCK Lesson Plan develop a detailed (every 15 minutes of the
class day) explanation of how you will manage your class at that stage of your day. This includes what each 15 minutes
means for your special needs students, your (bored?) G.A.T.E. or ADHD student, your ELL students, and your regular students
and/or general population. How will you keep them engaged and on task through each stage of your lesson plans? How will
you integrate your differentiated learning and your summative and formative assessments with your plan to positively
reinforce your students or maintain a classroom that is engaging but also not distracting? This is a COMPLEX task, and
helping you process how this might work is the whole point of this assignment. PONDER, critically think, be creative.
Directions: You will use this template to create your Classroom Management Plan. Please fill out each section and be prepared to
turn in the final plan (this template) on Tuesday September 19 th. The Rules and Procedures of your class should align to your Vision
and Mission Statement.

Rules: What are the do’s and dont’s of your classroom? Rules should be well thought out and in alignment with your classroom
Philosophy of Education, Mission Statement, and Vision.
Rule
Respect Everyone’s Property
No Cell Phone’s or Electronic Devices unless
authorized.
No Cheating or plagiarism
Use Appropriate Language
Be On Time and Prepared
Rationale
This rule will not only help students in the classroom, but outside of the
classroom as well. Students should always respect other people’s belongings
or property.
The classroom is a place for learning. Having a cellphone would be a
distraction to learning for the individual using the cellphone, and those
around them. It is also impossible to multitask with a cellphone. Eliminating
cellphones will eliminate temptations, distractions, and will allow for full
attention in the classroom.
Honesty is the best policy. Students need to learn, and in order to do that
they need to do their own work. Honest and personal work will help them
learn.
Using respectful language is crucial in being a professional individual. There
are many things that could be offensive to others. Having no tolerance for
inappropriate language will eliminate future offensives and teaches them
how to be professionally appropriate and respectful.
Students should be respectful of class time, show responsibility, and practice
being punctual for their careers in the future. Students coming prepared will
help them come with the right mindset for the class period.
Procedures: Procedures vary depending on the task and setting of the classroom (Whole Group, Small Group, Transitions,
Collaboration, Independent Work, Restroom Breaks, Fire Drill’s, Earthquake Drill’s, Technology Usage, Using Technology,
Attendance/Absences, etc.) These are the policies that detail what will keep the classroom functioning and running smoothly.
Procedures are more thorough and time consuming to articulate; however, if done efficiently and effectively they will contribute to
a classroom culture that fosters learning.

Procedure Categories: Whole Group, Small Group, Transitions, Collaboration, Independent Work, Restroom Breaks, Fire Drill’s,
Earthquake Drill’s, Technology Usage, Using Technology and Attendance/Absences. Please choose four Procedure Categories and
create detailed outlines for each.
Procedure For… Outline/Explanation
Bathroom/Forgotten Material 3 free bathrooms passes or trip to the locker passes will be given to each
student at the beginning of the semester. If they do not use them, they will
equal one extra credit point per pass. If they use up their passes, they will
lose one participation point. It will teach students to come to class prepared
(material wise and physically). Instead of them asking to go to the bathroom,
they put their pass on my desk.
Late Work Each day something is late it will go down a letter grade. If absent, students
will get the amount of days they were gone to finish their missed work. For
example, if they missed one day they will have until the next day after return
to finish the assignment; if they missed 5 days they will have 5 days to
makeup the work that they missed. Late work is to be turned into the tray on
the teachers desk labeled “Late Work.”
Group Work Work with table groups for group work to eliminate unnecessarily long
transitions. Groups will be comprised of heterogeneous students. That
means the goal for every group will be comprised of a gifted student, EL/LD,
or average student, or very proficient English-speaking student. This will
either challenge the gifted, or provide help for the EL/LD, and will give the EL
student a resource for English help. I will explain to students at the beginning
of the year that when they do group work it must be on task and productive.
All students must contribute and I will assess the productivity and
inclusiveness of the groups by walking around checking in on them. The
 group work is for students to engage and to teach social skills.
Transitions Students will remain quiet while we switch from one activity to the next.
Disruptive or off topic conversations will not be acceptable. They will be
given clear instruction once an activity is done, so their talking should be
very minimum. They will be a given time limit for the students to put the
past activity away and prepare for their new activity. I will expect a focused,
quiet, and fast transition. Once time is up, students are expected to have all
old materials put away, new materials out, and looking at me.
.

Student Accountability Measures: What will make students invest in the Rules and Procedures set out within your classroom? What
will ensure students are held accountable? Here you are detailing what are the repercussions/consequences for misbehavior or
positive reinforcement tactics for good behavior.
Accountability Measures Rationale
Homework Time to get a head start on If students work hard in class and use their time wisely they will be given
homework. time at the end of class to work on homework, ask questions, or start
studying for the next exam. This will be positive reinforcement for my
students to stay focused during class in order to get a head start on their
homework.
Bathroom/Forgotten Material Passes as Extra If students come prepared to class they can get up to three extra credit
Credit points. Positive reinforcement to learn to be prepared and students will
want to follow this procedure in order to get extra credit.
Turn in Homework on Time to get Full Credit If students turn in homework late, they will lose a letter grade every day.
This will encourage students to turn in their homework on time in order to
get full credit. To avoid the punishment of a letter grade deduction, students
will want to turn in their homework on time.
Misbehavior First, verbally or non-verbally warn student. Misbehavior continues, student
will talk to teacher after class. Continues throughout the week, a note or call
 home. No change, higher positions will take action. It is up to the student to
change and the teacher will help move it along.
Games When students participate in games, and their team wins, they will receive
candy. This will encourage all of them to actively and cognitively participate
in order to win.

A Day in the Life

Classroom Management Plan
Class Min. Classroom Management Issues/Rules/Plans
Schedule Activity Classroom Management Strategies
8:00- 8:00- Interesting and universal technique includes and catches all student’s attention. Food and In-
10:00 8:15 In-N-Out Function N-Out will reach all students, which will be inclusive and interesting for all students. Since the
Block Hook school will be in Southern California, all students will know what In-n-out is. There will also be
descriptions of double-doubles and 3x3’s. This will help give extra background, and will give
EL students terms and definitions for further explanations. With these aspects incorporated, I
 will be able to engage and intrigue all students.
8:15- Clear instruction and expectations for the day and the unit will be explicitly explained in
8:30 Explanation of detail. I will know my content and goal very well, which will help manage my classroom.
Unit and Goal for Knowing my information shows my students that I am prepared and that I will teach them a
Unit good lesson.

8:30- Use a well-rehearsed transition from explanation to presenting a model example. Clearly
8:45 Model Example explained example of how to identify values in a word problem to create a function. Explained
(notes and specific verbally and physically in order to reach all students. To incorporate classroom management,
steps given) I would assess my students by using the 4 Finger rule. 4 fingers means you completely
understand content. 3 fingers means you understand the basics. 2 fingers means you have
basic understanding but still small misunderstandings. 1 finger means you have major issues
in understanding. A fist is no understanding. This model will be well explained by me. I will
walk my students through examples so they know how to specifically do the problem. I will
explain the content in different ways until I see my students understanding the concepts.
8:45- Use a well-rehearsed transition from demonstrating a model example to creating a frayer
9:00 Frayer Model for model vocab word chart. The frayer model takes one word, students write a definition,
the word: describe the characteristics, create an example, and also create a non-example. This form of
Function graphic organizer gives each individual student an opportunity to understand the concept in
four different ways. Because of students’ different learning styles, this diversity in content
delivery gives the student learning options. This aids with classroom management because it
is all-inclusive and hands on. I would have students work with their table groups which will
have a range of all different learners and cognitive levels to not single anyone out, encourage
the ELL or LD students, and challenge the gifted by having them help struggling students.
Students will use their form of technology to research these aspects of the vocab word. This is
a high functioning model where students will work together while using technology. I will
walk around the room to answer questions and make sure students are on task. This will help
me assess which students understand the content, which students do not, and if I need to
alter or re-explain any concepts.
9:00- Each group would go up to the projector and present their findings for their models to the
9:15 Frayer Model class. Students could add any additional information that they did not have on their own
 Share with model as groups present. I would make sure to applaud all students, and to positively point
out one good aspect of each group’s model as positive reinforcement. Positive reinforcement
is huge when it comes to classroom management. It is very important for me to include this at
least once into every lesson. In order to decide the order of the groups, I would give each
group a number, write the numbers on pieces of paper, and pick a piece of paper after each
group goes in order to keep stay well organized and have smooth transitions between groups.
9:15- After the frayer model I will have a well-rehearsed transition and if needed, will get my
9:30 students attention by using the clapping technique (hear me clap once, clap twice). Hot Seat
Hot Seat Review Review is a game that involves all students. The students are split into groups. They will be
heterogeneous groups with various cognitive levels or different needs so that each student
can help or be helped. Groups will be given a question on a notecard, and there will be a set
of notecards with answers. One student will pick an answer and the members one by one
agree or disagree if it is the right answer. First team complete and right will get points. It also
involves collaboration but without words. This will create a functional and productive
environment through the use of structured, fun, focused, and collaborative learning. Positive
reinforcement will also be part of the activity. Points will be awarded to the winner, and the
team with the most points will get a piece of candy. This will encourage all students to
actively participate and use their knowledge to help their team. Games are usually very loud,
but the great thing about this activity is that the answers are written on a piece of paper and
are silently passed around the team so other teams do not hear their answers.
9:30- This is another game/activity. There will be a poster board titled, “Function or Non-Function.”
9:45 There is a scribe (student that writes down different answers on a given worksheet for all
Function Machine students to visually see answers up on the board), a “machine” (student is given a formula by
the teacher and will be giving the students answers through the “output” slot on the poster
board), students that give “inputs” (students will pick from a bowl of numbered pieces of
papers and give the number to the “machine” through the input slot), and the rest of the class
determines if the machine is ‘function’-ing or not. This is a fun and interesting game that
engages all students. This will challenge the gifted students because they will have to not only
determine if the formula that the teacher gave the “machine” is functioning or not, but will be
asked what the rule is for the function if it is functioning. EL and LD students will be included
because this is a fun game and they will be able to work through with their classmates or ask
 questions. All students will be engaged because it is a whole class activity. If a student is not
paying attention or looks bored with the activity, I will choose them to be the student that
picks a number for the machine. This way it will get them engaged again. The classroom will
be well managed by me because I will be part of the game, and will use the, “Stop, Look, and
Listen” technique to get students back on track.
9:45- As positive reinforcement, I would give students the last few minutes of class to start working
10:00 Homework Time on their homework or to ask questions. How I would present it at the beginning of the year is
tell them that if they stay on task and have a productive class period, I will give them the last
few minutes of class to work on homework or ask questions. The more they cooperate, stay
focused, and keep the distractions to a minimum, the more homework they can get done and
the more free time they will have at home. I will be there to answer questions for those who
do not understand. Also, this would give me time to walk around the classroom and
nonchalantly ask any students that I noticed struggling if they understood the lesson or be
there to give them any extra help.