Classroom Management plan
Creating a Classroom Management Plan Template
| Classroom Teacher: Marguerite Lafferty | ||
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| Classroom Management Plan Statement of Purpose: To have a positive, respectful, safe classroom environment where we can all assemble to learn and communicate. | ||
| Rules (List 3-5): | Rule Positive Reinforcements: | Rule Consequences: |
| 1.Listen with your ears, not your mouth | Verbal positive praise | Reminder of rules and, repeat the procedure the proper way. (a warning) |
| 2.Before speaking, or leaving your seat, quietly raise your hand. | Behavior specific positive praise
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Stop, try again the right way. And redirect |
| 3.Hands and feet kept to yourselves | Extra Credit for positive results | Change of seats |
| 4.Show respect to all who enter the classroom. | Extra computer game learning time | A call home |
| 5. | Social attention | A trip to the principle |
| Classroom Procedures and Routines:1) I will welcome you into class with a hand shake or fist bump, always a happy hello to see you. 2)When bell rings sit in assigned seats, mouths closed, pencils out, quietly do Bell work that will be posted on the white board. 3) Lesson following. 4) Assignment given. 5) Questions answered. 6) Work time with me walking, overlooking, and answering questions to those needing more help. | ||
| Classroom Environmental Considerations: Classroom needs to remain clutter free,. I want a small wall display for my English Learners to make them feel welcomed. I want to get to know my students and their interests. I want to build a rapport with them, so they feel welcomed and accepted in my classroom. I will teach students where all the supplies they might need are placed, so they can access and return them when done. | ||
| Implementation Plan: Rules and consequences shall be posted in plain sight. We shall go over the Behavior expectations. We can role model the expectations to make sure they sink in. Answer any questions they may have about the expectations of the classroom. Can have a quiz with different scenarios and ask how to handle them. Go over quiz together, so we all know what to expect and what is expected of each of us. | ||
| Documentation Plan:
My documentation plan should track each student’s behavior. Document how each student is performing within the environment. Document how and when the positive reinforcements are being utilized and whether my management plan is working as is. These documents will give me the data to know if I need to make changes in instruction, reinforcements, procedures, and/or consequences.
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| Confidentiality and Ethical/Legal Considerations Plan: All students shall be treated with dignity and value. All confidential information on students will be kept in a locked cabinet and only I and the principle shall have a key. | ||
| Crisis Management Plan: Make sure every precaution to prevent a crisis has been utilized first. Follow all behavior intervention plans first. Secure the safety of as many students as possible without escalating the situation. Send a neutral student to another classroom to get security and administration help while attempting to talk and calm student in crisis. Use restraint and seclusion as last resort. Notify parents immediately following after situation has been alleviated. Fill out incident reports, record trigger to incident, interview witnesses of incident, and have a functional behavior assessment scheduled as soon as possible. If incident requires suspension or expulsion a parent conference should be a requirement before student may re-enter the school or classroom (PBISAz, n.d.). | ||
| Substitute Teacher Plans For the substitute teacher I will inform with a list of who is an English learner, who is in need of Tier 3 interventions, who is likely to be of trouble and how to handle them, and who among the students can be of big help. I would also make note of special instructions for student with peanut allergy, student that is diabetic, and if student with hearing aids are in need of any extra services. I will also leave a good lesson plan that outlines our normal procedures for the day. | ||
Classroom Management Plan Rationale:
I want to create a positive and inviting atmosphere for my classroom environment. I want to have the freedom to teach while giving my students the freedom and right to learn. I want to make sure all students know that they are valued and have a place in my classroom.
I want to sustain the challenging, motivating, and engaging expectations for my students to reinforce the best possible learning results. I want to fortify the class of life potential that regards my student’s dignity, culture, language, and environment (CEC, 2020).
I have 8 regular grade-level students that are at or above grade level .I have a few behavior problem kids which I have them seated next to where I can be near. The group of four at a very low level in reading can be grouped and taught together. I think having the advanced students paired with a struggling student would be beneficial in that the struggling student can get immediate help if I or a paraprofessional are not available.
The rules and consequences shall be posted in plain sight. This way I can refer to the consequences when having to enforce them. The whole class can see the rules will be abided by no matter who or what. I will also document each student’s behavior to validate whether my plan is working or not. If not, I will seek help in making changes. I will also look for any bad behaviors kicking up or tapering off as a result of good or poor management. I will use the information to check that I continue to give positive reinforcements for good behavior as well (Wong et al., 2012).
For Crisis management I want to leave seclusion and restraint as the very last resort and follow all school procedures in such a situation. I don’t need to be a hero only to make my classroom safe as soon as possible by exhausting all laws and training first to prevent such an incident. Of course, if such an incident shall occur, I will follow the proper laws and school regulations that are put in place (PBISAz, n.d.).
For the substitute teacher, I want to leave as much information about the students without compromising any personal information. I want him or her to be able to handle any situation that may come up. I want to emphasize the procedures and rules of the classroom. It is important that the substitute greet the students at the door, to give them positive feedback from him or her right away. I will also supply along with the lesson plans the flow of how the procedures work. I know that they will need to know which students they can count on to help and which to be careful of that might cause trouble.
Mock IEP Video
Description and rationale: This is a video of me depicting how I would run an IEP meeting. It shows me practicing for an IEP with one of my mentor teachers. By doing this a couple of times before recording, I got very familiar with the IEP and the process of running an IEP meeting. I learned a little practice and patience can go a long way. Polite manners make it easier for everyone in the meeting.
DESIGNS
Community_Advocacy_Agencies_Resources.pdf
Description and rationale: This PDF is a brochure I designed to give parents and caregivers the knowledge of supports and resources available to them near the Banning Area. It holds information on advocacy agencies, foundations that help adult students live a full and independent life, and other resources to help and support families living with disabilities.
RTI-MTSS_Brochure.pdf
Description and rationale: The RTI-MTSS brochure is a classroom News Letter I designed to explain the special education process to parents and caregivers that have students that need extra help in school. This letter gives information on the procedure of determining whether a student needs special education. It breaks down the assessment, IEP, and placement operations.- Culturally_Inclusive_Teaching_and_Empowerment.pdf
Description and rationale: The Culturally Inclusive Teaching and Empowerment PDF describes the different characteristics of English Language Learners, their sociocultural factors, and how they can be empowered in a culturally inclusive classroom. This PDF was originally another PowerPoint I created for a special education class about our ELL students.Required_Components_of_Transition.pdf
Description and rationale: The Required Components of Transition was a PowerPoint converted to a PDF I put together that explains how a student with an Individual Education Plan will need a transition plan prior to graduation from High School. It describes the components needed for transition in accordance with the laws laid out in the Individuals with Disabilities Education Act (IDEA). - Technology_in_Education_pp.pdf
Description and rationale: The Technology in Education PDF was originally a PowerPoint I created to explain how the technologies available can improve learning for those students in a special education environment. The PowerPoint lists and describes a variety of technologies, applications, and programs accessible for students with disabilities.