Management Plan Final
Management Plan Final
Management Plan Final
Luisa Ruiz
LBS 302
May 7, 2019
Classroom Management Plan 2
Introduction
Ms. Alcaraz as she completed her first year as a teacher. Observing Ms. Alcaraz managing her
placement on the classroom management spectrum. She teaches an English Only (EO) second
grade classroom with majority of the classroom being boys. Only one student has been
“reclassified” from being an English Learner into English Only and only about three students
Student A
This student is one that has an IEP due to needing a hearing aid in one ear. Student A
knows most of the material being taught, is either at or above grade level in reading, writing, and
math. The behavior displayed in class is an issue that intervenes with being recognized positively
by the teacher. The behavior usually includes cussing and/or threating other students then lying
about when others tell an adult. Student A has physically hurt other students and has been spoken
to his parents about it which has somewhat changed some behaviors. Student A’s family had
recently had another baby, which I assume that has affected Student A and the want for
Student B
This student has reclassified from being an English Learner into an English Only
classroom. Student B shows potential in performing at grade level, but shows lack of motivation.
This student gets pulled out for about an hour at least three times a week for extra support in
speech. When I am there, student B usually likes to ask me questions or tells me they rather do
something else or simply go home. Sometimes, when I am grading, student B’s work surprises
Classroom Management Plan 3
me by showing they actually know what they are learning despite the complaining and lack of
work turned in. I feel like with motivation or gearing lessons that will interest student B can
I have placed myself in between the reward-and-routine focus and engagement focus
within the spectrum. While observing during my fieldwork, I have noticed that my mentor
teacher is more discipline focus. I understand why she uses more discipline due to the culture
within the school, but it made me realize that I would want to stay more towards the engagement
side on spectrum. I would rather focus on the positive behaviors instead of the negatives and use
verbal and nonverbal feedback as well as praise and encouragement. According to Pinto (2013),
“Research shows rewards are better than punishment and routines create a positive, secure
classroom climate.” With engagement, the teacher should involve the students in what they want
to learn and include pop culture, their community, heritage, etc. into the classroom. Although full
engagement can be difficult, it can be possible to an extent. Engagement focus helps find the root
of issues and disengagement, contributes to democracy, and supports good teaching for all
Classroom Climate
way to make decisions. This will also include all students, have each voice be heard, and come
up with a decision that is reasonable and fair. I believe having this type of classroom climate will
create a safe environment where students will feel free to say what they think and know they
won’t be judged. Also, this will help students be open minded to others’ ideas, beliefs,
viewpoints, etc. and see the similarities and differences they have amongst each other. This safe
Classroom Management Plan 4
space I will create will also open an opportunity to build relationships between students and
myself in a way that I could know how to reach out to any student when necessary or provide
The expectation and rules are important to address early on because it will determine the
classroom environment and how it runs. "It is more than just how they behave and how you, the
teacher, react. It is how the room is arranged, how the atmosphere makes them feel, how they are
seated, who they are seated next to, how the teacher greets them, when they start work, when
they end work...”(Bafile, 2017). Since I will be using democracy in my classroom, that will be
the way the expectations and rules will be established. In the beginning of the school year, I will
form a community circle and start building a bond amongst each other by asking them their
names, nicknames, where they are from, favorite food, etc. I will start the expectations/rules with
the PBIS model of “be safe, be respectful, be responsible.” Then, I will start to ask them what
they want as a rule that everyone in the classroom will follow. As the year progresses, we will
add other rules or expectations when a problem or concern arises. As I am writing the established
rules, I will also ask them what those actions look like so that there is no confusion, as well as, so
One way that I will monitor that the classroom rules and expectations are being followed
will be by using strategy 17 described in Pinto (2013), which is a citizenship chart. The
citizenship chart is a concrete organizer for cumulative tracking of individual contributions to the
classroom environment. These behaviors will be monitored weekly and will be discussed at the
end of the week as a whole group to talk about the positives, negatives, improvements, and/or
needed adjustments.
Classroom Management Plan 5
Procedures help ensure desired behavior by showing students specific behaviors for
specific circumstances (Farr, 2010). One procedure that I will implement in my classroom is
using hand signals to ask a question or let me know what is needed from a student. My fieldwork
teacher use this in her classroom to have less distractions throughout the day for simple needs. I
will implement the signals in the beginning of the school year and will also put up pictures with
words that will remind students of the specific sign they need. For example, thumbs up by their
chest would let me know that they know the answer and is ready to share it out, or a number two
Another routine that I will have in place is displaying a “Do Now” every morning when
students come into class. This will help students start their day with the intention of working.
Students will expect a math problem or writing prompt every morning, therefore not wasting any
time explaining what they need to be doing. This will also permit time to take attendance, collect
Use of Time
I would use strategy #34 from Pinto (2013) – talking chips to use time effectively. Each
student will receive three “chips” to mediate student discussion and ensure that all students have
opportunities to participate. The chips will be collected as students respond. Using this strategy
will save time by students knowing they have many chances to participate in the classroom and
how to participate. I would also create clear transitions to ensure that time is not wasted on
poorly executed transitions. “When done right, procedures they are practice procedure that are
Another strategy I will use is saving up time, which is strategy #23 in Pinto (2013). This
strategy gives students control over class time usage as a whole. This strategy also allows for
student to student encouragement and correction of actions and leads to determining the class
climate. This strategy works by starting with 3 minutes each day that students have the option to
“waste” or bank to use at a later time for something agreed upon. They will be motivated to save
their time by deciding as a class what they want to spend their time on each month. They will
also have to come up with backup plans in case they do not save up enough time for their desired
option.
I will differentiate instruction by implementing small groups throughout the school day.
Grouping of the students will be based off of the specific needs, such as language, reading level,
auditory or visual learners, etc. I will address the needs of my English learners by providing them
with different levels of the same text the whole class will be reading. I will also adjust the rate of
speech and wait time and use nonlinguistic cues to provide support and comfort to them when
participating (Ferlazzo & Sypnieski, 2018). I would have to keep in mind that ELL’s are thinking
in two or more languages, therefore allowing extra time for them to gather their thoughts before
sharing out. Accommodations are individualized and flexible, based on the nature of the
disability and the academic environment (usf.edu, 2019). Some ways I can accommodate
students with a hearing impairment is allowing them preferred seating, providing notes,
The number of children that are traumatized by abuse, neglect, poverty, and violence
have not changed for decades in the United States (Krasnoff, n.d.) “The primary goals are to
prevent re-injury or re-traumatization by acknowledging trauma and its triggers and to avoid
stigmatizing and punishing students.” Developing students’ social and emotional development
just taking a break to control their emotions. They will build relationship skills by working in
groups, providing each other feedback, and encouraging to do better as a class. My students will
group and make our classroom rules and expectations, as well as, during our weekly check ins
when adjustments can be made accordingly. Social- and self-awareness can be developed by
doing routine community circles as a class when we share our feelings, thoughts, ideas,
Peer Collaboration
Learning is a social activity where interaction with school content is not meant to simply
be between a textbook and a student (Wolpert-Gawron, 2017). Using strategy #30 called class
meetings will increase peer collaboration since I will implement them to happen weekly when
assessing their overall behavior according to the set of classroom expectations and rules. This
strategy connects to the democracy diamond (strategy #37) which I will also implement in my
classroom. Having these strategies will encourage students to interact with each other more often
as well as give each other feedback and allowing for different points of views to be seen.
Another way I will promote peer interaction in the classroom will be by using strategy #31which
Classroom Management Plan 8
is individual HAT meetings. HAT is an acronym for “How are things?” and this routine will be a
great way for students to speak to each other about how they are feeling, what they will be doing,
or what they did, etc. Having this individual meetings will help build relationship with each other
since they will have personal conversations about the things that are important to them, and may
The hardest, yet crucial aspect in helping students learn is having effective
communication between teachers and parents (Knutson, 2017). To make my classroom more
successful I will implement strategies to increase parent communication. One strategy I will use
is #27 in Pinto (2013), which is sunshine calls. These calls will help build a good relationship
with parents by not only calling them when there is a problem, but to give them positive
feedback once in a while. Another way I will keep parent involvement open is by using
technology for communication and outreach. There are many tools available to use to make this
possible, for example, messenger apps like Remind or ClassDojo, online portfolios like Seesaw,
or even using social media like twitter or Facebook (Knutson, 2017). I would also use
newsletters, which is strategy #28 in Pinto (2013), at least once a month to include those parents
who might not be great or comfortable with technology. I would include what we have done,
Conclusion
Overall my classroom management plan contains strategies that supports all students of
all diversities in their learning. My plan also includes expectations, rules, and procedures that
will promote engagement in their learning in the classroom by building relationships with peers,
bringing self- and social- awareness, inclusion of parents, and being trauma-informed. I believe
Classroom Management Plan 9
References
Bafile, C. (2017). Classroom Rewards Reap Dividends for Teachers and Students. Retrieved
Farr. (2010). Maximizing the Efficiency and Structure of Your Classroom. 31-41.
Ferlazzo, L., & Sypnieski, K. H. (2018). Teaching English Language Learners. Retrieved May
https://www.edutopia.org/article/improving-your-parent-outreach-strategy
Northwest.
Meador, D. (2017). Strategies for Teachers to Maximize Student Learning Time. ThoughtCo.
Person. (2013). 5 Keys to Successful Social and Emotional Learning. Retrieved from
https://www.edutopia.org/video/5-keys-successful-social-and-emotional-learning
Pinto, L. E. (2013). From Discipline to Culturally Responsive Engagement. Thousand Oaks, CA:
Corwin
University of South Florida. (2019). Students with Disabilities Services. Retrieved May 08,
services/accommodations/hearing-impaired.aspx