Personal Classroom

Management Plan
Daniel Koh Chong Chin
Joanne Lian Li Fang

Rules
Determining rules and procedures,
teaching them to pupils and outlining
the benefits of working within them,
is a critical up-front investment of a
teachers time and energy.
These pieces of classroom
management plan help to promote
appropriate pupil behaviour, prevent
pupil misbehaviour and create a
sense of order and consequences in

Guidelines for Rules

Rules should be in positive statements
and not in negative statements.
Positive rules explain what pupils
should be doing.
Negative stated rules simply tell pupils
what to avoid.
Rules challenge pupils to find
inappropriate behaviours that fall
outside the scope of the rule.

 Rules need to be stated clearly.

Avoid vague rules unless intended to
be discuss extensively with pupils.
Pupils should be able to understand
the behavioural expectation.

 Rules should be few.

When there are fewer rules, each
rule will seem more important.
Fewer rules are easier for pupils to
remember and for teachers to
enforce.
Just a few rules will avoid the sense
that the teacher is trying to control a
pupils every movement.

Consequences
While consequences are often
framed as something used only after
a rule has failed, they are more
accurately viewed as part of the
structure that makes rules work.
In establishing consequences, the
teacher will want to take into account
what characteristics make some
consequences more effective than
others.
(Gimbert 2010)

Guidelines
Consequences should be gradual,
progressing from less severe to more
severe as misbehaviour is repeated.
This sends the message that pupils have
potential to behave and simply need to
understand and choose to follow the
expectation.
When they repeat the misbehaviour, they
choose the more severe consequences.

 Consequences should be natural and

logical.
Natural consequences follow from the
event or situation, as pupils are allowed
to experience the outcome of their poor
choices or behaviour, highlighting the
rationale of the rule.
Logical consequences are structured
learning opportunities arranged to teach
appropriate behaviour.

 Consequences should maintain the

dignity of the pupil.
Consequences should be consistent
from pupil to pupil and delivery of
consequences should always address
the particular behaviour in question,
not the pupil and his/her behavioural
history.

Communication Skills
Effective communication help
teachers to show that they care
about pupils and want them to
succeed.
Both verbal and non verbal
communication strategies of
teachers should reflect the cultures
of pupils.
Teachers should use communication
patterns that are familiar to different

 Teachers should use familiar words and

expressions and refer to things that the
pupils are interested in.
To communicate clear expectations, the
tone should be firm.
Directives should be straighforward.
Humor can be used to lighten situations;
however, it should be culturally and
developmentally appropriate. Sarcasm is
inappropriate and jokes should never be
made at the expense of individual pupils.
(Bondy et al., 2007).