Sierra White

ED 217

Rosa Rincon

03/15/2020

Sierra’s Classroom Management Plan

My Philosophy:

Students will come into the classroom understanding the rules and expectations that they will

help me create. Classroom focus will be aimed towards non-interrupted class instruction time but

also allow students to have open communication with their teacher and classmates. Discipline is

decided not only by rules set by the class but also based on the range of consequences also

decided by the class as a whole. By allowing students to make mistakes we can all learn how to

make better choices and decisions. At the beginning of the class year, we will go over what rules

we would like to have, what rules and consequences meet our needs and check for understanding

of them. Students will not be embarrassed and will keep their dignity when they have made a

mistake.

Context:

I work at a daycare as a school-age teacher for after-school care and also during the summer

program. Our classroom is in an open space used for church services as the rest of the daycare is

in a classroom elsewhere in the church.

Monday through Friday I work with students varying from Kindergarten to Fifth Grade. We all

work together on assignments and spend a good amount of our day during summer with several
different tasks. These tasks include lessons, crafts, reading time, and physical activity. These

students all are at different levels of learning and development so the lessons must cater to these

differences. During silent reading we have younger students read aloud to me or my co-teacher

so we can make sure they are getting any help they might need.

Procedures:

Procedure I:

● When coming into the building every day students need to put their bags and lunch in

their cubbies, and then go to the bathroom to wash their hands and use the restroom.

After the restroom students will take off their shoes placing them on the shoe racks and

then line up on the wall next to the bathroom.

● After lining up, the whole class will walk to the classroom and sit down at the tables that

are set up. Students will wait for my next instruction and for me to pass out a morning

snack.

● Throughout the day students will raise their hands if they need to use the restroom

outside of the bathroom break. Each student will have their own water bottle at their table

and can raise their hand if they need it filled.

Procedure II: Classroom Arrangement

● Students do not have assigned seating but must sit in the blue chairs placed at our round

worktables. Only six students may sit at each table.

● During the reading time students have the option of reading at the table or on the floor. If

they choose to read on the floor, they must have a minimum of four feet in between them

and another student.

● The teacher will state “One, Two, Three, Eyes on Me.” The students will state back

“One, Two, Eyes on You”, to acknowledge it’s time to listen with our eyes and ears.

● When students need to get the attention of a teacher, students will raise their hands and

wait quietly to be called on. If the teacher is distracted or preparing the lesson, they may

get up and tap the teacher on the shoulder to gain attention.

Procedure IV: Supplies

● All supplies will be located on the classroom cart and must ask for permission before

grabbing something they need from the cart.

● Before each lesson or project, the teacher will pass out any needed materials: pencils,

markers, colored pencils, scissors, glue, etc.

● Students will have a notebook with their name on it placed on the classroom cart for them

to access whenever they need it without asking.

Procedure V: Saying Goodbyes

● Students will make sure any items they were using during free time are put away before

leaving the classroom for the day.

● Before leaving the classroom, students will also make sure the teacher is aware that their

parent is there to pick them up and that they will be leaving for the day if the parent is not

making this aware.

● Students will grab everything in their cubby before leaving for the day including their

lunch, bag, and any artwork or classwork that is inside.

● Use quiet voices and walking feet in the classroom and hallways.

● Follow the classroom principles designed by students and teachers at all times.

● Raise hand to speak, listen to teacher instructions, and don’t talk over others.

● Keep hands and feet to self when walking in hallways and during classwork time.

● Positive attitudes towards others, be kind, and always take the opportunity to share.

● Toys must remain in backpacks during class time.

● Follow classroom rules that will be posted in various locations inside the classroom.

● Use inside voices inside the classroom and save the outside voices for when we visit the

playground.

Using these basic rules, I find the students will be able to easily understand how the

classroom should flow and work. Curwin and Mendler use a three-dimensional plan with one

of the pieces being classroom principles found in Chapter Six of the textbook. I plan to use

this method to work with my students to create these principles and the students can feel

empowered by getting to help make these decisions. By placing the rules in various locations

in the classroom students can be held accountable for breaking any of these rules since they

will be clearly posted as reminders throughout the day. In the consequences section, students

will be a part of helping create a range of consequences for each rule we have created and

voted on.

Reinforcement:
 I do not believe students need to be constantly reinforced especially when they are

following their own rules they created. The goal I have for my classroom is for students to not

rely on praises and rewards to continue their good behavior. But instead giving them the tools to

create their own classroom environment that is easy for them to follow. However, I do believe in

small gestures of reinforcement to let students know they are following the classroom rules and

principles. These small gestures would include the following:

● Verbal Reinforcements – Great listening, good use of creativity, and thanking the student

for something positive they are doing like helping another.

● Non-Verbal Reinforcements – Smiles, high fives, pats on the back, or a friendly nod.

Consequences:

Students will help create the consequences for rules when we go over what classroom rules they

would like to add. These consequences will be a range of consequences that is used once again

by Curwin and Mendler from the textbook. These consequences must be logical, not designed to

embarrass the student, and will follow the outline of classroom rules.

Guide for Implementing Consequences:

● Be consistent – Each time a rule is broken, a consequence from the approved

classroom list will be used. By staying consistent students will know the result of

breaking a classroom rule.

● Remind the student which rule has broken – Going over what rule has been

broken with the student will help reinforce in them the decision that they made to

lead to this consequence.

broken rules and the consequence allows the student to keep their dignity. The

goal is not to embarrass the student but to discuss with them what they did wrong

and how they can prevent this situation in the future.

● Use a soft voice – Using a soft voice is important when giving a consequence

because we do not want to create hostility or fear in the student. We need to

model the behavior we wish to see in our students.

● Do not accept excuses or bargaining – The students helped create the rules and

range of consequences, and they will be held accountable. Implementing the

consequence quickly will not allow for time to give excuses or to bargain.

Implementation:

Students will be tested for understanding the classroom principles, rules, and range of

consequences. After creating all of these with the class, we will have students each read one

aloud after and then test the class for understanding. For procedures, we will practice the ideal

behavior to show them the expectations of how the class should look every day.

Every two months we will go over our classroom rules and principles to make sure they

are still meeting the needs of the classroom. If we make any changes, we will again test for

understanding and practice the ideal behavior.