Creating Your Classroom

Management Plan
Name: Jonathan Peacock
School: Black Middle School
Grade/Subjec 6th Grade World Culture
t:

Components of the Management Plan1:

Component Function
Vision Serves as the clear picture of what the class is
trying to achieve for ways of operating in their
classroom.
Part I: Classroom Rules Serves as a set of expectations that lay out exactly
how students should behave at all times during the
school day or class period and to which students will
be held accountable.
Part II: Positive Encourages students to behave appropriately and
Reinforcement continue appropriate behavior, increases self-
esteem, and creates a positive classroom
environment.
Part Consequences Communicate to students when behavior is
III: with severe unacceptable, and that it is detrimental to teaching
clause and learning.
Part Tracking A tracking system will indicate where a student’s
IV: Behavior behavior currently stands in relation to where it
needs to be.
Part V Procedures Gives students specific steps to follow to accomplish
tasks in and around the classroom.

Vision
I have a vision for a classroom that is well-maintained, orderly, respectful, and
polite. I want to construct an environment of good citizenship, equality, and
compassion. Students will follow rules and learn that the rules are in place to
promote good behavior and learning. My vision consists of the idea that
achieving the big goal means having good behavior.

1
Canter, Lee, Assertive Discipline (Santa Monica, CA: Canter & Associates, In. 1992). 43-48
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Part I: Classroom Rules
When creating rules, they should be:
 Stated in a positive way. They should articulate what a student should be
doing to promote positive behavior. Example: Follow directions.
 Observable. Students should know exactly what their behavior should look
like as it relates to the rule. Example: As opposed to “Be respectful/kind,” a
more observable rule would be “Keep hands and feet to yourself”
 Applicable during all times of the day. You should be able to expect
students to behave this way regardless of the activity they are engaged in.
The exercise you will do next will ensure this.
 Applicable to behavior only. Rules shouldn’t be related to academics. Let
your grades reflect poor choices students make as it relates to homework,
assignments and the like.
 Have a compelling rationale. Your rationale should articulate to students
that following the rule is crucial to the class’ success and well-being.

Student-friendly Concrete description

rule
1. Follow directions Students follow directions without the need for
the first time they repetition.
are given.
2. Raise your hands Students know to raise their hands to speak.
to speak or ask
questions.
3. Use appropriate Students do not use offensive language or behavior.
language and
behavior.
4. Respect all Students understand the importance of respecting
people, all ideas, all their classmates and teacher. Students understand
the time. the value of all ideas.
5. Never make Students know to hold themselves accountable for
excuses. their actions. Students are responsible.

Part II: Positive Reinforcement

When designing your positive reinforcement system, you must ensure that:
 It is comprehensive. There is a plan in place for positively reinforcing all
different student actions, and you are always be able to answer: “What do I
have in place that rewards the student for behaving?”
 It involves parents. We all know parental involvement is invaluable, and to
have parent buy-in, they need to be involved and see your giving their student
positive reinforcement.
 It is feasible for the teacher. You must consider what you will be able to do
consistently. A system can be incredible for one teacher, but may not be able
to be maintained by another. Know yourself!

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Type What I will do
Verbal Phrases I may use:
Praise 1. I’m impressed with the way
you’ve been following
directions the first time
they’re given.
2. It’s amazing how well
behaved you are today.
3. Thank you for…
4. If you like at _______, you
will see an excellent example
of how you should act.
Positive Calls:
notes & Number of times per week I ∏ When will you do this?
calls home will make positive phone calls ____ Right after school
home: 2 __X_ In the evening
____ During my prep/planning
period
Notes:
Number of times per week I ∏ When will you do this?
will write positive notes home: _X__ At the end of the class
2 ____ During lunch
____ During my prep/planning
period
Special Privileges I will award: I will give special privileges
Privileges 1. Best citizenship for the when students:
• Students achieve their goals for
week gets to take home a
the week
giant world cup trophy for the
• Students complete all of their
weekend.
homework assignments
2. Choose a “fun” homework
• Students are well-behaved
assignment for students who
during the week.
meet all of their homework
• Students receive no more than
completion goals.
three warnings for the week.
3. Students can listen to music
• Students have achieved their
during their independent work
reading goals for the week.
time.
4. Funny YouTube clip time
(5minutes)
5. Current Event time.

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Tangible I will give: I will give tangible rewards
rewards 1. Panther Bucks (daily) when students:
• Students perform daily tasks
2. Giant “World Cup” Trophy
• Students are the highest
(weekly)
achievers for the week
3. Cultural Cuisine Day (end of
• Students achieve their unit
the unit reward)
goals.
Class/Grou
The system I will use is (describe): Student achievement and
p Wide
Rewards excellent behavior yield end-of-unit reward.

The time frame within which students will earn the reward is: 6
week period.

The reward students will earn is: TBD

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Part III: Consequences
Guidelines for choosing consequences
 Consequences should be something that children do not like, but
aren’t harmful to the student.
 Consequences should be age-appropriate.
 Consequences should flow naturally from behavior, and can be
communicated as such that the students are making a choice in the
behavior.
 Consequences should be easy for you to implement.

My Ladder of Consequences Plan

Step Consequence Observable behavior for which I will
administer consequences
Return to your rules exercise and list these behaviors
for each rule:
1st Warning. (but I shouldn’t have Rule 1: I have to ask students more than
time to warn you every day) one time to follow a direction.

2nd Moved into exile and write a

time reflective essay about what
you did and why it was wrong Rule 2: Students are loud, off-task,
for ten minutes. speaking out of turn.

3rd Moved into exile for the rest of

time the period. Cannot participate
in the big reward at the end of
the week. Rule 3: Students use profanity.

4th Note sent home.

time

Rule 4: Students are disrespectful to

5th
After-school detention. The their classmates.
time number of detention days
depends on the severity of the
misbehavior. This is part of the
severity clause (severe
behavior can land you in Rule 5: Students are using excuses for
detention immediately). bad behavior.

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Sever Severe behavior will earn Observable severe behavior that
e immediate after-school constitutes implementation of the
Claus detention. severe clause: open defiance,
e screaming, tantrums, violence, severe
disrespect.

Part III: Tracking

TRACKING SYSTEM for NEGATIVE Behavior FOR STUDENTS

How will you track behavior so that students know where they are on the “ladder of
consequences?”
(for example: Traffic Light, Card Chart, Checklist, Clipboard, Behavior Rubric, etc.)
United Nations Sanctions Tracking Board.
On a bulletin board, student groups (countries) for each class will be clearly
marked. Negative behaviors will earn individual students (and their respective
countries) UN sanctions. Sanctions will be represented by red X’s next to each
student’s name.

TRACKING SYSTEM for NEGATIVE Behavior FOR TEACHER

How will you keep track of student behavior over time?
(for example: end-of-day recording sheet, daily checklist, etc.)

Recording sheet. Each group (country) will have a designated member responsible
for recording sanctions when they are given. These sheets will be collected by the
teacher at the end of each class period and recorded on a recording sheet.

TRACKING SYSTEM for POSITIVE Behavior

How will students know that you recognize their good behavior?
(for example: “Caught Being Good” Poster, Team Points, Recognition cards, etc.)

The Good Will Board.

This board will be include a brief description of international good will, what it
means to be charitable, and examples in the world. Each group (country) will be
included on this board, and instances of Good Will (good behavior, high
achievement) will be marked with a green check.

Part IV: Procedures

Procedures should address inefficiencies in the classroom, and enable
the class to run more smoothly.

PROCEDURE SPECIFIC STEPS

Pencil Sharpening Pencils are to be sharpened BEFORE class begins.
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 Students are not permitted to leave their seat to sharpen
their pencils for any reason.
Students will be provided four Bathroom Passports at the
beginning of each six week period. Students may use
their Passports at their discretion, but are not permitted
to use the bathroom any longer once they have used all
of their passports. Students may turn in unused
Going to the Bathroom
Bathroom Passports at the end of the term for additional
Panther Bucks. Passports do not roll over to the next six
week period. Students may not use their passports during
instruction time, tests, quizzes, or within ten minutes of
the end of class.
Students are instructed to turn their homework
assignments and their exit tickets on the collection box
Turning in
on the table by the door. Homework assignments are
Assignments
considered late if they are not turned in before the bell
rings. Exit tickets are due after the end-of-class bell rings.
Each group (country) will designate one student (citizen)
who is responsible for accepting papers from the teacher
and distributing them to their group. During this time no
Passing out Papers one else should be out of their seats and no one should
be talking. The designated student responsible for
distributing papers is also responsible for ensuring that
every group member receives a copy.
One group member (the same member who is
responsible for distributing papers) will also be
responsible for collecting papers from all group members
Collecting Papers and handing them to the teacher. This group member is
also responsible for making sure that all papers have
names, dates, and class period on them. The teacher will
not accept papers from any other group member.
Students are to enter the classroom silently, pickup their
Do Now sheet from the “Pick Up” box, and take their
Entering the
assigned seats without talking. Students will learn that
Classroom
entering the classroom becomes a routine and my
expectations for silence and good behavior are high.
Students will understand that the bell does not dismiss
them. The teacher does. When the bell rings, the teacher
will quickly wrap-up the day and instruct the Paper
Exiting the Classroom Distributer to collect the Exit Tickets from their country.
Once all exit tickets have been collected, students will be
dismissed. Paper Distributers will put their group’s papers
in the “Collection Box” as they leave the room.
Students may only leave the classroom to visit the office
Going to the Office (to if they are called to the office. Students will not be
call home/take care of permitted to leave the classroom for the office unless
business) they are fetched by an office assistant or have a medical
emergency.
Going to “visit” Other Under no circumstances may a student leave the
Teachers (students classroom to visit another teacher unless they are
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 requested, in writing, by that teacher and A) have no
behavior checks against them, B) are finished with their
will ask to do this) work, C) have a designated returning time, and D) clearly
understand their homework assignment for the next class
period.
Using Calculators N/A
While completing group work, students will use one-foot
voices, remain in their seats, not talk to other groups,
Group Work
raise their hands if they have questions for the teacher,
and stay on task.
While completing independent work, students may not
talk. Students must not slouch or sit lazily in their seats.
Independent Work Students must remain in their seats. Students must stay
Time on task. When students are finished, they should first
double-check their answers, and then (move on to “early
finishers”)
Early finishers are instructed to select reading material or
additional practice work from the “When You Finish
Early Finishers Early” box located at the front of the classroom. Students
may not talk during independent practice, even if they
finish early.
Holding Students
Accountable for Bell
Work