My Personal Classroom Management Plan

Marissa D. Waddle

 

 

Table of Contents

 

Introduction

Philosophy on Professionalism

Student Engagement Strategies

Philosophy on Classroom Management

Classroom Procedures

Classroom Rules, Consequences and Reward System

Classroom Arrangement and Cooperative Learning

Communication with Families

Conclusion

References

Introduction

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       To set up a successful classroom, it is important to have an effective management plan in place. This plan can include but is not limited to the way you present yourself, treat students and faculty, handle confrontation, engage students, and navigate behavior. This reflection will cover eight topics of my personal classroom management plan: my personal philosophy on professionalism, my statement on student engagement strategies, my philosophy on the management of a classroom, classroom procedures, classroom rules, consequences and preferred reward system, my classroom arrangement and communication with family. 

 

Philosophy on Professionalism

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       Professionalism embodies a person’s character, such as the way they think, present themselves, act, and react to certain situations. As educators, we must hold ourselves to the highest standards of professionalism in and out of the classroom. Out of reverence for our district and our students, we must carry ourselves in a respectful, professional manner. We hold a responsibility to our students and our colleagues to keep confidential information private, unless it is necessary by law to help our students succeed (NEA, 2015). I will work vigilantly to maintain such confidentiality for my peers and students and only provide information as necessary, or for the well-being of said persons. Appropriate attire and communication expands my philosophy on professionalism. As teachers, it is important to be comfortable when working with students. With that being said, we must wear clothes that will not distract our students. I know that the way I present myself reflects directly upon me; therefore, I will hold myself to a high standard that will promote a ready to learn environment. I am aware that a lot of the time I will be bending down and working with students at eye level; therefore, I will be cognizant of that fact and dress in attire that will allow me to do so freely and appropriately. Parents and students must feel that we have the best interest of their children at heart; therefore, open communication is important (CCSSO & InTASC, 2011). I will take the time to value parent-teacher relationships. To have a better understanding of a child to create a positive learning environment, I know that I will need to understand what their life may look like at home. Having open communication with all parents will help me to establish a solid infrastructure to guide my teaching for each student. I will use platforms such as Bloomz and allow for hours, such as my planning period or time after school, for parents to contact me in whatever medium they wish; whether that’s face to face, an email, or a phone call; my door will always be open. In terms of students, their safety and well-being will be of utmost importance. All students, no matter their background, culture, or gender, will not be treated with anything other than respect in my presence. Professional boundaries must be made with students, including but not limited to physical and emotional contact (NASDTEC, n.d.). In the same respect, we must maintain professional relationships with our colleagues and peers as anything more might impact our duties as an educator. In the realm of professional conduct, teachers have an obligation to uphold their contracts and adhere to all school rules and policies (AASA, n.d.). Unless my situation changes to where I need to put the best interest of my family first, I will honor all contracts and uphold school policies and regulations with the greatest reverence. I want to be the face of the school that everyone is looking up to, parents, students, and colleagues alike. 

 

Student Engagement Strategies 

 

       Implementing engagement strategies will positively impact students in a variety of ways.  An engaging environment will intensify student interest in their own learning experiences, enhance motivation to succeed and complete tasks, and accomplish academic goals and increase achievement (Martin, 2006). I will work hard to effectively and confidently teach students so that they become confident in their own abilities. I know that as I actively work as a role model for students, I will work hard to make a lasting impression that impacts students now and in the future. I will demonstrate various skills, such as: 1) flexibility, changing the course of action when something does not work the first time, 2)  increased functionality, hard work and persistence pays off, and 3) problem solving through relational, emotional, and cognitive processes, then, students will in turn, learn to cope and implement similar strategies that directly correlate to self-motivation and positive social interactions (Martin, 2006). In addition, I will utilize strategies that help my classroom to feel communal, like students belong. Students with diverse backgrounds may feel discouraged when fitting in amongst their peers; therefore, I will strategically make time for problem solving activities or class meetings that will better the classroom environment. I will also preach positivity and use encouraging words and phrases as often as possible and take the time to learn things about students to share commonalities to create a sense of belonging for each student (Evertson & Emmer, 2017). Three engagement strategies that I will use in my classroom are enhancing students’ self-beliefs, provide both independent and group activities (allow for autonomy), and create a welcoming learning environment. I will help students to become confident in their own ability to complete tasks. To do this successfully, I will allow students control in some aspects of completing work. This will help to gain internal motivation while engaging students in their personal learning experiences. As effective as this may be, I realize that there will be times where students feel incapable of completing the task at hand. It will be my job to teach students coping skills to handle failure and relish in success while instilling self-motivation and creating positive student-teacher interactions to use during imminent times of distress (Stephens, 2015). In a similar scope, such as supporting students in their academic journey, it is important to praise the process of assignments and activities. Sometimes, even when students work hard, the outcome or grade may not be ideal. I will take the time to encourage students and find the success, even in what looks like failure. In my future classroom I will provide ample opportunities to complete work collaboratively and independently. I know that by providing various avenues of completion and allowing for students to freely pick how they work, when applicable, students will be more engaged, motivated, and provided numerous opportunities for positive social interactions (Stephens, 2015). Assorted working environments will allow students to feel capable of the task at hand and enjoy a learning experience where they can work together with their peers or alone, if wanted. Group projects provide ample positive social interactions and even during independent work, I will check in with students every so often so they can feel positively supported. The third strategy, creating a welcoming learning environment, is something that I will be able to do with confidence. I want to create a classroom climate where students are engaged, supported, and enjoying their learning experience. When students enter my room, I will greet them with a smile every morning and in that same respect, I will be sure to see them off as they exit my room every afternoon. The more students feel affirmed and accepted, the more engaged they will be (Stephens, 2015). In addition, I will create various opportunities for students to share personal experiences so that they can feel connected and interrelated to their peers and myself. When time permits, I will issue team building exercises as a fun brain break where students are forced to collaborate to achieve a common goal. Both, openly sharing and implementing team building exercises, will provide students with a conducive learning environment that will capitalize on positive peer relationships and maximize learning (Watson, 2019). Providing a welcoming environment means that students are positively encouraged and supported. I will practice using a 4:1 ratio of positive feedback to criticism when working with students. Using such verbiage, while curbing unexpected behavior will help to increase instructional time, build students self-confidence, enhance academic achievement, and create a positive learning environment for students. In an inclusive classroom, students with learning disabilities or ELL, will also need to be positively engaged in their own learning experience. I will use extrinsic and intrinsic motivators with such students and provide students with the opportunity to exercise choice in many instructional elements (Weiser, 2014).  

Overall, my philosophy on engagement encompasses the strongest support system for students, getting to know students on a deeper level, applying strategies to fit various needs, and creating a positive, welcoming classroom climate. 

 

Philosophy on Classroom Management

 

       My philosophy on a well-managed classroom begins with a foundational stance on the approach that I use to teach, talk, and discipline students. I know that, for me, a positive classroom environment will permeate students to welcome more desirable behaviors. Based on research, and personal experience, PBIS (Positive Behavioral Intervention & Supports) is something I will implement into my room whether or not is applied school wide. PBIS is a data driven system that is faceted on a multi-tier framework that extends from Tier 1 to Tier 3 (Center on PBIS, n.d.). When students are put on tiers, a behavior team works together to improve the behavior for a better classroom climate. Most problem-solving methods are for teachers to use in the classroom to shift unwanted behavior. All students will receive Tier 1 strategies, anything that will help them to be successful with less intervention. The least number of students, practically speaking, should be on Tier 3 where they would receive the most targeted support with specific behavior goals (Center on PBIS, n.d.). I appreciate PBIS as it fully supports the teacher in the classroom to find ways to address unwanted behavior in a positive environment. PBIS gives teachers, when learning the appropriate verbiage, a greater opportunity to respond in a productive way. In my classroom, I plan to adopt the token reward system, or some version of it, that will help me to highlight modeled, appropriate behavior and curb unexpected behavior. Tokens will be used as a reinforcer for positive behavior and as a motivator for students to maintain such behavior. In my classroom, students will be positively rewarded for acceptable behavior for two reasons; 1) to reinforce wanted behavior and 2) bringing recognition to modeled, acceptable behavior to peers. Similar in its core beliefs on how to act, react, and discipline students, is another model known as the Fred Jones Positive Classroom Discipline. This discipline preaches the power and effectiveness of consistency, whereas if A happens, B will follow, no matter the circumstance (Jones, Jones, & Jones, 2014). With my philosophy of classroom management, I will remain consistent in various aspects, such as consequences, disciplines, praises, and even routines. Such structure can be taught to the students so that they can exist in a seamless, well-managed classroom. There are four components to Jones’ method, which include limit setting, responsibility training, omission training, and a backup system. Limit setting helps to make behavioral boundaries clear and set classroom rules and procedures (Jones, Jones, & Jones, 2014). Starting with day one, I want to make expectations clear to students and continually introduce and remain consistent with my words and actions. Once students know the procedure and layout of the room, they will be able to limit distractions and interruptions and increase instruction. Responsibility training is a similar approach to the token reward system that I already plan to adopt. Jones believes that students need an incentive to behave and stay on task (Jones, Jones, & Jones, 2014). I agree with this methodology and will allow students to pick and choose what they are working for with the token reward system. Omission training, the third component, is put into place for students with habitual misbehavior issues that will not buy in to responsibility training (Jones, Jones, & Jones, 2014). I know that some behaviors will continue no matter how prepared I will be. In omission training, students may be removed from the task, have different rewards (to fit students personal needs), and be encouraged by peers to change behavior. I am aware that several modifications may need to be made to fit the individual needs of students who misbehave to try and correct their behavior. Like Jones’ model suggests, I hope to implement as many strategies as possible to keep students in the room for a smooth-running classroom where they are not missing out on instructional time. The final leg of the Jones model is referred to as the backup system. This would occur if all previous strategies have failed. The backup system has various levels describing what would occur depending on the severity of the behavior (Jones, Jones, & Jones, 2014). In my future classroom, I will work diligently to use similar level one strategies, small responses. Such plans include private discussions with students, a whisper, a look, and quiet time; all very useful to redirect small behaviors. It goes up from there in varying degrees where the worst level, level three, sends students out of the room and to the office, for example (Jones, Jones, & Jones, 2014). Like Jones’ I will effectively implement such tactics as to work the behaviors out in the classroom. This will help to build positive relationships with students and their peers to create a comfortable, managed classroom environment. My overall goal for classroom management is to implement strategies that promote positive interactions to create a calm, structured climate. My personal classroom management philosophy will be heavily emphasized on creating a positive classroom climate. I want students to feel welcomed, embraced, and safe in my classroom so that they know I can support and lead them effectively. Based on my research, it is evident that I will be able to take aspects from various methods and apply them appropriately to my future classroom. Like Wong and Jones’ approach, I will swiftly apply and adopt classroom schedules, rules, procedures, and routines as soon as school begins so that I can increase instructional time and limit distractions and behaviors. Jones and PBIS capitalize on positivity to promote desirable behavior, in addition, both methods believe in an incentive to motivate students. I would adopt a token reward system, similar to some PBIS approaches and allow students to pick their own goals to work towards. For instance, one student could work towards being my helper for the day at morning meeting; this satisfies the Jones philosophy by a preferred activity and PBIS, as an incentive to promote cooperation. I also appreciate the S.T.A.R. method and providing students with character education implemented into a curriculum and teaching skills such as taking responsibility for one’s actions. In my future classroom, we could have a monthly S.T.A.R. chart that allows students to work towards characteristic traits and social goals. By adopting aspects of PBIS, even if it is not a schoolwide management system, I will be able to meet the needs of all students and modify learning environments to fit their needs. 

 

Classroom Procedures

 

       Three procedures that will create a safe classroom environment to maximize learning include the safe and responsible use of technology, greeting students into the classroom, and classroom transitions from one activity to the next. I know that technology will enhance young student’s learning experience, but procedural rules must be put in place so that students are not hindered by what they are doing with technology and the classroom climate is secure. The procedures for appropriate technological use will be posted, modeled, and recited prior to every usage. The procedure includes: 1) All technology is used appropriately as to not cause harm to students and equipment. 2) Students only use technology during allotted and specified times. 3) Students only access websites that are permitted in a list provided to all students. 4) Technology will be monitored appropriately by teacher. Such rules and procedures allow students to appropriately navigate technology usage and be externally rewarded by more usage as students properly handle the equipment and internet. I intend to make students feel welcomed and wanted as soon as they enter my classroom in the morning. I know that for some students, mornings are hard, especially if they failed to get a good night’s rest; therefore, I want first thing, for students to know that I am happy to see them here at school. Each day as students walk in, I will prompt them to pick their own form of greeting based on how they are feeling that day or to minimize physical touch for the students who prefer. Some greetings include handshakes, high fives, waving, fist bumps, or a verbal “Hi”, “Hello”, or “Good morning”. Some students may not be ready to start their day, so I plan to introduce the use of QC (a quiet corner) for students to go into until they are ready to greet me and start their day. Transitions can take up a lot of wasted time where students are not gaining useful instruction; therefore, I want to introduce to students the way in which we will always transition inside of the classroom. The procedure for moving to different activities is as follows: 1) Teacher sounds warning bell, two minutes until clean up from current activity so students can prepare for the next activity. 2) Teacher begins visible two- minute timer on the board. 3) Students begin transitioning to the next activity by quietly putting away all materials and preparing for next activity. (If students know what the activity is, they prepare by getting out the appropriate materials, if not, students should have a clean desk.) 4) Timer rings, students are ready for the next activity. Having such procedure will allow students to feel prepared to end one task and swiftly move to the next, creating a calm, prepared classroom environment minimizing transitional disruptions. Creating and maintaining procedures for every aspect imaginable in the classroom will allow for efficiency and eliminate distractions that impede on valuable instruction. Procedures should include times of instruction and other features such as using the restroom and morning jobs/expectations. To quickly affirm classroom procedures, they should be implemented at the very start of the school year (Meador, 2019). By the mid to end of the school year instructional time should be maximized as procedures become part of the normal classroom routine. Proper modeling and reteaching will help students to quickly adhere to procedures to minimize distractions and increase instruction.

 

Classroom Rules, Consequences and Reward System

 

       In addition to procedures, I know that rules will be just as important to run an efficient classroom where students are safe in a productive learning environment. In my future classroom some rules include: 1) Be prepared. 2) Have a safe body. 3) Be respectful. 4) Use whole body listening. 5) Pick up all used classroom materials when you are finished using them. Each of these rules will provide students with a positive, secure environment and optimize time for learning. If students are prepared, they can quickly move to the next task. Having a safe body ensures that all students are acting appropriately, keeping their body to themselves always. Being respectful will cover many facets in the classroom such as using kind words with friends, using school resources appropriately, and quietly interrupting, such as raising their hand. Whole body listening will be properly demonstrated before each instructional time; students will be asked to watch with their eyes, listen with their ears, quiet their voices, have a calm body, and raise a quiet hand and wait to be called on. Teaching students to clean up after themselves will ensure that the room will stay organized and less time overall will be spent on cleaning. The consequences I have prepared for my future classroom get more stringent as the behaviors continue to occur and rules continue to be broken. Such consequences include: 1) Verbal warning, reteach the appropriate response or behavior. 2) Loss of privilege, safe spot (three-minute break to calm down and reflect on behavior). 3) A major referral sheet gets sent home and saved for data purposes. 4) Student takes home a behavior reflection sheet to complete with parents.5) Private, one on one parent-teacher conference. I want to be able to handle as many behaviors as possible inside of the classroom before having to utilize outside sources. I will implement a token reward system in my classroom that praises appropriate behavior in a positive manner. Using an external reward, such as a token, will motivate students and increase participation in instructional activities (Diamond, Da Fonte, & Boesch, 2016). I value the ability to modify and the meet the needs of each student with a token reward system. I can differentiate as needed so that I can create an inclusive learning environment that positively rewards students for desirable behavior. Tokens can be handed out quickly as to not hinder or interrupt instructional time. In addition, this system will allow for praise to become a natural reinforcer when used effectively, which will increase learning and provide a safe and productive environment for all students since the focus is not on the unwanted behaviors (Diamond, Da Fonte, & Boesch, 2016).  

 

Classroom Arrangement and Cooperative Learning

 

       The classroom arrangement I designed allows for students to collaborate on all assignments and activities. There are three main areas to the classroom: student tables, flexible seating, and rug/group time. With this arrangement, students will be encouraged to work together in various classroom settings. Instead of desks, I prefer tables where groups of students are always placed together in a Kagan seating arrangement. I would number students, such as one, two, three, and four, and use that as a way to implement classroom procedures and allow students and groups to work together. For instance, I may say, “All the one’s please gather your materials and turn them into the basket for grading.” This will allow for consistent traffic flow and responsibility for students to do their jobs. The room is spaced enough for all students to navigate effortlessly and supplies and materials are in a centralized area for optimal accessibility. In each area of the room I can be present and whenever students are at their tables, I will be situated at the kidney table to call groups forward or work with groups as needed. All technology will be placed in the room where it can be closely monitored and available to all students. The shelves will hold books and manipulatives and is placed where I can observe appropriate usage. The layout provides less distractions as students will be situated in groups where a teacher can always be present. The seating allows students to be motivated to work together instead of competing against each other in a cooperative learning environment. Pictured here is my classroom arrangement:

 

Communication with Families

 

       Families will be an important piece of the innerworkings of my future classroom. I want all families to have the opportunity to be involved as little or as much as they would like in the classroom. I know that for students, parents play a large role in their academic success and achievement. To stay connects with families, I plan to use a communication app called Bloomz. Bloomz allows me to keep the lines of communication open with parents where they can freely contact me via message, e-mail, phone call, and scheduled meetings. I will send a ‘back to school’ letter that will give parents information on the app and give them a code that they can use to be approved to join my online classroom. Bloomz has public and private forums that provide parents the opportunity to stay connected with what is happening in the classroom or approach me in confidence when necessary. Parents will be able to see classroom updates as well as view pictures of their kids actively engaged in the classroom. I will also use this app to make individual virtual portfolios for parents to have and view. Bloomz helps to keep all parents informed and engaged in their child’s educational experience and provides numerous avenues for parent/teacher communication. In addition to a communication app, I want to send out monthly newsletters that will keep parents up to date with information on what is going on inside of the classroom. This will also be the perfect place for me to add a classroom wish list and ways in which parents can participate inside of the classroom. In every aspect of each student’s education, I want parents to feel like an act like an active participant to help every child succeed. 

 

Conclusion

 

       Each philosophy or belief of mine regarding professionalism, engagement, and management takes students and their best interest and well-being to heart. In terms of professionalism, I want to be respectful to my students, colleagues, and self as I navigate the professional world and adhere to the set standards that are already put in place. I will work tirelessly to create good rapport with both students and parents to engage in constant communication.  In the classroom, I will work to engage students by creating a welcoming environment, providing autonomy in work settings, and instill confidence in my students to let them know they are capable. My classroom management will adopt several strategies to make my tone positive and effective to curb unwanted behavior. By using PBIS and the Fred Jones Positive Classroom Discipline, I will be able to provide incentives to students to increase appropriate behavior and have strategies to implement when things go awry. I will be fully prepared to talk with students and maintain a consistent course of action when students fail to follow classroom expectations. Structure and routine will allow for a well-managed classroom and applying such methods will allow for a successful classroom learning environment. Classroom procedures include the safe and responsible use of technology, greeting students into the classroom, and classroom transitions from one activity to the next. Such procedures will maximize instructional time and reduce distractions. In addition to procedures, classroom rules such as be prepared, have a safe body, and be respectful will allow students to quickly adhere to classroom expectations. If students fail to follow the rules, the consequences that get progressively stringent, will be put in place. To reward students, I will implement a token reward system that allows for positive reinforcement that can be tailored to fit students and their various needs. The classroom layout I chose provides students with the ability to collaborate and practice cooperative learning in an inclusive environment. In this arrangement, I can properly monitor students and increase instructional activities as the formation works to minimize distractions. To communicate with parents effectively, I will use an internet based communication app called Bloomz a monthly newsletter. All efforts to my classroom management plan will provide students with optimal learning experiences where they can collaborate effectively in a safe and productive learning environment. 

 

References

 

Center on Positive Behavioral Interventions & Supports. (n.d.). Retrieved August 8, 2020 from 

pbis.org 

Council of Chief State School Officers (CCSSO) & Interstate Teacher Assessment and Support 

Consortium (InTASC). (2011). Retrieved August 4, 2020 from http://www.ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_2011.pdf

Diamond, G. P., Da Fonte, M. A., & Boesch, M. C. (2016). I am working for ____: Successfully 

using token reward systems. Journal of the International Association of Special 

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Evertson, C. & Emmer, E. (2017). Classroom management for elementary teachers (10th ed.). 

Boston, MA: Pearson. ISBN-13: 978-0134027272

Jones, F. H., Jones, P., & Jones, J. L. (2014). Tools for teaching: Discipline, instruction, 

motivation: Primary prevention of classroom discipline problems. Santa Cruz, CA: 

Fredric H. Jones & Associates

Martin, A. (2006). The relationship between teachers’ perceptions of student motivation 

and engagement and teachers’ enjoyment of and confidence in teaching. Asia-Pacific 

Journal of Teacher Education, 34(1), 73-93.

Meador, D. (2019). Strategies for teachers to maximize student learning time. Retrieved from 

https://www.thoughtco.com/strategies-for-teachers-to-maximize-student-learning-time-

4065667

National Association of State Directors of Teacher Education and Certification. (n.d.). Model 

Code of Ethics for Educators (MCEE). Retrieved August 4, 2020 from 

https://www.nasdtec.net/page/MCEE_Doc#Principle%203 

National Education Association (2015).  Code of Ethics. Retrieved August 4, 2020 from http://www.nea.org/home/ 30442.htm

Stephens, T. L., Ph.D. (2015). Encouraging positive student engagement and motivation: 

Tips for teachers: Pearson blog. Retrieved from https://www.pearsoned.com/encouraging-

positive-student-engagement-and-motivation-tips-for-teachers/

The School Superintendents Association (AASA). (n.d.). Retrieved August 4, 2020 from https://aasa.org/content.aspx?id=1390.    

Watson, S. (2019). 10 simple ways you can create a friendly classroom environment. Retrieved from https://www.thoughtco.com/non-threatening-welcome-classroom-

environment-3111328

Weiser, B. (2014). Council for Learning Disabilities. Academic diversity: Ways to motivate and engage students with learning disabilities. Retrieved from http://www.councilfor-learning-disabilities.org/wp- content/uploads/2014/07/Weiser_Motivation.pdf