Classroom Management Plan

Classroom Management Plan October 6, 2021 Creating a Classroom Management Plan Template Classroom Teacher: Classroom Management Plan Statement of Purpose: Our Classroom is a safe place for all students to learn successfully. Respect for others and ourselves creates a positive learning environment. Community building and encouragement will be found inside this classroom. Rules (List 3-5): Rule Positive Reinforcements: Rule Consequences: 1. We will Respect others and ourselves. 1. Reinforce the positive behavior that is wanted. 1. Give a verbal warning. 2. We will stay engaged in our learning by staying on task. 2. Give verbal praise and acknowledge the positive behaviors. 2. Conference with the student one on one. 3.We will come to class prepared for the day. 3. Send a positive note home to parents sharing their positive behaviors. 3. Have students complete a reflection sheet to discuss how to improve the behavior. 4. We will stay open minded when others talk. 4. Super Improver stars to enforce student’s positive behavior. 4. Contact parents about the behaviors 5.We will do our best and we will succeed. 5. Special classroom privileges when the super improver chart is complete. 5. Contact the Dean of the school or Administration. Classroom Procedures and Routines: Rules and procedures that will be put into place will be clear and well communicated to the students. The procedures and routines will be done daily. Go over classroom hand signals they can use so they do not have to interrupt the class when asking to go to the bathroom or get a drink. It is also important to use timers to help with transitions. This will give them a heads up when the activity is about to change. Timers even work for middle school and high school students. Give jobs to students in the classroom, this will help those students that need the extra behavioral support feel more part of the classroom. It will also help with the high academic students as well if they are given a student tutor job. Class routines and procedures need to be taught and practiced with the students until all students understand what is expected. This helps to prevent behavioral problems when students are going through transitions. Using visual cues are helpful to those students that have a hard time reading. 1. Greet each student at the door 2. Enter the classroom with a level one voice 3. Take out supplies that are needed to for the class period 4. Be in seat in learning position 5. Attendance will be taken 6. Start on Bell Ringer for the day 7. CHAMPS out the lesson for the day 8. Respect others and yourself by staying on task and listening to the teacher and peers 9. Participate in class discussions 10. Work in small group rotations 11. Turn in any assignments that need to be turned in 12. Exit ticket for the day on Google Classroom 13. Leave class when bell rings at a level one voice Classroom Environmental Considerations: CHAMPS is used to help students understand the conversation level, how to ask for help, the activity we are working on, the classroom movement, participation and then success. This allows students to know what voice level we are at in the classroom and what movements are required for the activity. Daily check-in to see what Zone the student is in is useful to know what kind of day we are looking at for that student. Providing modifications to the classroom environment will help to increase the academic engagement and lower behaviors. It is important to review the student class profile to have a better understanding of where each student is academically and socially. This will help plan lessons that are more geared to the individual student which will help with engagement. 1. What is the Zone we are in? If it is not green, how can we get to green so we will be ready to learn? Green is ready to learn, blue is sad or sick, yellow is getting upset or frustrated and red is angry and about to be disruptive. 2. Go over daily expectations for the classroom and the lesson. 3. Review the Daily lesson objective and essential question. This will help them better understand what they are learning and why. 4. Send home a parent survey of what their student likes and what the parents feel would work best for their child. Include student name, birthday, likes and dislikes, academic strengths, academic concerns, items that help to motivate the student, and cultural background. 5. Give the students a survey where they can share their likes and dislikes. This will help when finding activities to keep students engaged and build a positive rapport with the students. 6. Discuss with students how they feel they learn. For example, are they visual learners, kinesthetic learners, auditory learners, and if they do best with computer based assignments or paper assignments. Looking at the profile, many do not have access to a computer at home. This will need to be taken into consideration. 7. Have a welcoming classroom environment. Stay positive with the students and build a relationship with them. 8. Get to know what each student needs to be successful. All are individual learners that come from different backgrounds. For the students that need a gifted class, make sure to give them higher level learning activities. 9. The physical classroom environment is clutter free and free of distractions to help all students find success in the classroom. 10. Provide students with flexible seating to help with movement needs, this will also help with distractions in the classroom. Implementation Plan: To implement the plan, it is important to start the first week of school to introduce the classroom procedures and expectations. Have students be a part of the discussion and develop the expectations together. This will help them feel more confident about the expectations and have a buy in. Students will become engaged and less likely to have major behavior problems. This is also the time to sit and get to know the students and build a positive relationship with them. As a class we will review the classroom procedures and expectations after a long weekend and the first day of the new semester. Things may have changed so it is okay to review the expectations and change them if they need to be. Listed below are ways to get students involved in the classroom management plan: 1. Have students join on the carpet to go over and discuss the classroom management procedures. 2. Go over ideal expectations and get student feedback. Use Kagan strategies to get the whole class involved. 3. Make a list of ideas that students have for expectations and create an anchor chart. Students can even take part in writing them down to get them more engaged. 4. As a whole group it is important to practice the procedures. Practice them the correct way, incorrect way and correct way again. This helps students understand what way is appropriate. 5. Keep practicing the procedures until you feel that the students are ready to do it the correct way. It is okay to practice more than one day or even one week. Sometimes it takes practicing the procedures every month to make sure they are able to do them correctly. 6. It is important to stay consistent! If need be you can tweak it a little but keep it as consistent as possible. 7. Give students jobs in the classroom such as CHAMPS leader to help get the students ready for the lesson. 8. It is important to post the rules and procedures in a place that all students can see. You can even have the students sign them stating they read them and understood them. That also helps them feel more obligated to stay on the right path. Documentation Plan: When documenting students behavior, it is important to look at the type of behavior the student is exhibiting, how often the behaviors happen, and what is causing the behavior. Having students document their own behaviors is helpful for them to see what they need to work on and it gets them involved. If the students notice that their behaviors are happening at the same time during the same lesson, we will be able to go back and see what the cause of that behavior could be from. This will also help determine the effectiveness of the management plan. If we see a pattern in the student’s behavior, we know we will need to fix something to help the student be successful. When documenting a student's behavior it is important to use more than one data collection method. Sometimes it means just observation and data from a formal screener. There are several ways to document behaviors. 1. Behavior notebook: helps with whole-class management and having students give a reflection on their behaviors 2. Daily Behavior charts: this would be for individual use. Students can color in or add stickers to record their behavior daily and share with parents. 3. Classroom systems such as Class Dojo are helpful and parents can get access to see their child’s participation and behavior. Confidentiality and Ethical/Legal Considerations Plan: All documents with student’s information will be kept in a file with their name on it in a locked filing cabinet. When another teacher steps in to give a lesson, only initials will be added so other students and teachers will not know the student that is getting the services. This way it will keep them protected. All students with IEPs have their confidential folders placed in the facilitator’s office in locked filing cabinets behind locked doors. Student snapshots with IEP information are placed in their folder in the classroom in a locked filing cabinet so no other student or teacher can get access to the information. Crisis Management Plan: First and foremost it is important to maintain a calm demeanor through the whole process. Students who are escalated or frustrated have already been set off by some trigger so it is best to stay calm and use a calm voice. 1. First thing to do would be to remove all peers in the classroom, the student doesn't need a spectator for the event or if you can remove the student to a quiet, calm area. 2. Give the student their space. They need their space to feel safe during this time. 3. Show student that you are empathetic to their feelings and watch facial expressions and gestures. 4. Stay calm and professional. 5. Do not engage in challenging questions or behaviors. Find ways to redirect them back to the situation to help them de-escalate. 6. Make sure to have another staff member available to help with any violent behaviors. 7. Let the student calm themself down and use as little words as possible. There is no reasoning with a student that escalates. 8. Once a student has calmed down and de-escalated, that is when you visit with them to find out what the trigger was and what could have been done differently than acting out. Substitute Teacher Plans: The information that is left for a substitute would be the procedures and routines that are done in the class. I would also leave names of students that would be helpful resources when going over the procedures and expectations. I would leave behavior information such as who needs the most prompting to stay on task, who can stand to work or use flexible seating, let them know which students need the fidgets to help with focus and what students can become easily frustrated. I would also leave information such as which students are above grade level and need to be challenged along with those that may need more time and assistance to complete their assignment. When writing out the plan, I make sure to use initials just in case another student or teacher were to see the lessons. Other items that would be left is a list of students that I have for each period so they are able to take attendance. If the class has a seating chart I would add that to help the sub get familiar with the students. School emergency procedures would also be attached just in case they are needed. Classroom Management Plan Rationale: Classroom management plans are used to help hold students accountable for their behaviors. The plan helps to reduce stressful situations that may occur in the classroom. After reviewing the class profile of students in the classroom, the plan that was designed is meant to help all students no matter their abilities or academic level to be successful in the classroom. It is important to have all students feel they are being represented in the classroom and give their own ideas on what should be placed in the plan. For the students that are higher level learners are going to need to be challenged more and given jobs that make them feel that they are helping others. Students that have a learning disability tend to show behaviors during times of instruction they find difficult. That is why it will be beneficial to use the behavior data to determine those times and build in group activities to help relieve some of the anxiety to those students. This will also help those that are higher be used as peer tutors and support the lower level students. “Promoting meaningful and inclusive participation of individuals with exceptionalities,” (CEC, n.d) is what the group activities would be doing. It would include all students to play an important role in their learning. The classroom management plan also helps to create a safe and responsive learning environment for all students to help them be successful in the classroom. It would be important as the educator to develop a survey to be sent home to parents and students to learn more about them as a person. This will help you develop a more culturally inclusive classroom. Looking at the class profile it shows there are 5 students with an IEP for various disabilities and 3 students that are above grade level. This could be helpful to know when the teacher is making groups. Also this information will be helpful to share with a sub when the teacher is out for the day. Having a mixture of students with varying abilities it is important to have a plan in place to help them to be successful and limit behavioral disruptions in the classroom.