my personal classroom management plan essay

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My Personal Classroom Management Plan Essay Examples

Type of paper: Essay

Topic: Classroom , Success , Learning , Discipline , Management , Planning , Students , Teaching

Words: 1800

Published: 12/29/2019

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My Personal Classroom Management Plan contains courses of action that reflect the insights formed from the previous readings and discussions I have encountered. This paper includes the steps that Charles (2005) recommends to teachers who would like to create a personal system of discipline. Hence, this paper contains my plans on a) how I will conduct myself in school; b) what my specific goals and aspirations are for my students; c) what conditions my classroom would have; d) how I ensure appropriate behavior in the classroom; e) what I will do should misbehavior surface in the class; and f) how I will let my planned discipline system work in the classroom. This management plan works with the assumption of having a participatory discipline system as an effective foundational theory.

My Personal Classroom Management Plan

The mark of a good teacher lies in how effective s/he is in managing the class for there lays the crucial foundation for learning, which is the very purpose of coming together as a class. Having gone through a series of readings and reflections on classroom engagement and management principles and strategies, I have come up with my personal plan as a teacher which I believe must work in an actual classroom setting.

This essay contains a description of each step I have done towards a personal approach to a system of classroom management and discipline. The succeeding sections correspond to the five steps which Charles (2005) recommends.

Confident Stance: A Mix of Professionalism and Ease

The first step to finalizing a personal plan is to specify how a teacher must present and conduct himself at school. The first impression that a teacher makes to the students, usually on the first day of school, truly has an impact on the relationship to be established and sustained year-round.

Thus, my personal plan dictates that I carry a confident stance, one that exudes both professionalism and a friendly tone. I believe that knowing my profession well and having a strong passion for it would make me be mindful of the ethical and legal implications. Teaching is not just a job I get into as a source of living. Rather, teaching is a serious responsibility I want to get into because of the number of young lives I encounter and help, even if it means one day at a time. Having a genuine love for the teaching profession would necessarily manifest an ethical behaviour, one that is fully aware of the sensitivity and dynamism of the nature of the clients.

How I carry myself as a teacher is very important in sending a clear message to the students of seriousness in our business of learning in the classroom. The challenge is to balance the professional aura with warmth where young students can feel comfortable and welcome.

Good Behaviour with Maximum Learning in Mind

As a teacher, I would like my classroom to be a real haven for learning, where students come and find joy and fulfilment in learning. For this to be achieved, my first goal for my class is to have a collective positive attitude because any positive vibrancy is contagious and will have a ripple effect. All members of the class have to feel that they belong to the group because that would compel each of them to behave in a considerate manner, knowing that their behaviour affects the others either positively or negatively.

I also want the members of my class to take the initiative when it comes to class activities, management of the class behaviour, and even for the general improvement of the class environment. I believe that this empowering move would make the students really active in their learning. The process would make them grow in accountability and responsibility. This attitude of responsibility is one of my greatest aspirations for my students because it is the key to their future success throughout their school life and through their professional adult careers as well.

As a teacher, I believe that helping students grow in having their own self-direction is even more crucial than “transferring” to them the subject content that I know. Teaching is not solely about sharing information. It is about forming students and transforming them into independent lifelong learners.

A Bright and Cheerful Classroom: The Sure Ambience for Learning

Another part of my classroom management plan is the type of classroom that I would like to build for my class and that I would like them to build with me. A classroom that is bright and cheerful is one that will surely promote learning among the members of the class. I believe that a room that is bright is characterized not only by the physical light that beams into the room. Rather, more important than the physical light, brightness comes into the class when the members are free from ill and negative feelings between and among themselves. A healthy and respectful relationship between the teacher and students and among the students is what essentially characterizes a bright classroom. Cheerfulness will then subsequently follow.

Open communication among the members of the class must be highly encouraged, with trust as its strong foundation. Respecting the dignity of every person in the class, sensitivity for the help that others need, and involvement of each one in the affairs of the class are on the top of my list as indicators of a classroom that has the environment for learning.

Share the Spotlight: Work with Students Towards a Better Managed Class

My studies on this matter have led me to confirm that being a teacher should not be a one-man show. Part of my management plan is to make my students my colleagues, my co-managers. Each member of the class must feel the responsibility that they are part owners of the entity and that the success of it lies in their hands as well.

When someone in class is in need, each one must have the initiative to at least think of what he can personally contribute. I believe that this move of the teacher would compel students to behave positively, show more interest in learning from each other, and participate more actively in class activities. I, as the teacher, am responsible for keeping the energy of the students in a high level – a healthy level that induces learning – so that they can sustain the sense of collaboration and spirit of cooperation throughout the year of being together.

Part of my plan as the main manager of the class is to make sure that each one is doing well. Showing personal attention to each one is important and I must make sure that it is given them. As in any organization, the boss’s personal touch always matters. Much more in my classroom, my personal knowledge and personal connection with my students matters a lot in their growth, in helping them act responsibly, and in promoting good discipline.

Let’s Stop and Talk Awhile

Part of being an effective teacher is to foresee the humps and bumps along the way. Should any misbehaviour creep in, I would have to stop and give it attention. Stopping here does not necessarily literally disrupting the class lesson every time misbehaviour is manifested. It depends on the gravity of the behaviour and this is where a wise teacher’s discretion must come in. One thing is for sure that I will do; and that is, to not let it pass unnoticed, regardless of the source of misbehaviour. I believe that fair treatment and consistency in implementing rules and policies is a key to a successful leadership. Fairness involves treating each one with due justice. When one errs, I must take time to talk to the person concerned and find out the root of the problem. Modelling and teaching students how to resolve conflicts through a win-win situation is part of my task in reaching my goal of instilling the sense of responsibility in each one. It is also very important in this part of my plan that I remind myself to hold my personal bearing and maintain the professional stance with which I began. It is in this classroom situation that students must see the seriousness of our business in promoting the positive atmosphere for the sake of learning.

Agree and Pledge Your Commitment

It is also clearly stated in my management plan that on the first day of classes, I communicate the conditions, rules and policies to the students so they understand all of it well. Part of communication is letting them participate in creating the rules, by amending those which they think must be amended. My task here requires the great skill of a facilitator in such a way that the students do not completely take over but rather, they feel the responsibility for creating their class. Participatory and democratic discipline strategies are effective only when the right skills are employed. I plan to take time to call in this class assembly where each member of the class contributes his ideas on our rewards and punishment system, and we will cap it with a signing of one’s pledge of agreement and commitment to our pursuit for learning.

This pledge-making in my plan is something that must be done in an enjoyable manner yet it must depict the seriousness of the matter. I believe that only when the students truly feel that they own the rules and the policies will they voluntarily cooperate. Good communication is the hinge to any successful endeavour. Doing so will also build the trust among the members of the class, and trust is an essential component in a relationship that is healthy and helpful.

Teaching is challenging but challenges may successfully be overcome when thoughtful planning is done ahead. My personal classroom management plan mirrors the reflections I have done and the desire I have to make teaching work, to make learning happen, and to let transformation of lives thrive in my classrooms.

Charles, C.M. (2005). Building classroom discipline (8th ed.). Boston, MA: Pearson Education.

Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007). Teaching: Challenges and dilemmas. Australia: Thomson. Nielsen, D.M. (2006). Teaching young children: A guide to planning your curriculum, teaching through learning centers, and just about everything else (2nd ed.). CA: Corwin Press.

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My Own Classroom Management System Essay

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The Hypothetical Classroom

Room arrangement for a preschool classroom.

An effective teacher is a good planner. She anticipates everything and anything that can happen to her classroom. Thus, it is essential that she comes up with a classroom management system to cover everything she needs to do and remember.

Classroom management involves not only the management of student behavior but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave, to the nitty-gritty of the physical environment which must be conducive to maximize the learning of her students (Crosser, 2002).

Of course, a teacher can only do this if she is adept in developing a program developmentally suited for the age and grade level of her students.

As a teacher of very young students, I am aware of how curious and active they are and how exploration and play are essential in their learning and development. Thus, I need to provide them with an environment that respects their nature as well as guide them in the proper behavior expected in a school setting. I am designing a classroom for the preschool class of twelve 5 years olds half of whom are girls and half are boys. This class is from middle-class families with young and educated parents.

In a particular research, it was found out that when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. It was likewise observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. The physical environment should reflect the goals and expectations of the teacher.

It will also dictate somehow to the children how they will behave in the classroom (Brewer, 2001).

Rationale of the Classroom Design

The physical environment should be one that is open and stimulating in order to encourage children to participate, explore, and learn. “A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lie as well as those areas the child may be tentative in exploring” (Greabell and Forseth, 1981). The environment should also be flexible and spontaneous to accommodate children’s play which is essential in a preschool classroom. This implies that teachers should allow for adequate space and an array of creative materials. Furniture should be child-sized, durable, comfortable, and organized in such a way that would be easy to rearrange depending on varying classroom needs. Basic classroom furniture includes tables and chairs, shelves, cubbies or similar storage units, sofas, and pillows.

An appropriate early childhood classroom can be formed by partitioning a room into learning centers. A learning center refers to a particular corner where related learning materials are organized within a classroom. Organizing the room into learning areas provides children with various choices. The arrangement of shelves, tables, and other similar furniture is useful in defining these centers. Examples of learning centers that can be found in preschool classrooms include areas for Blocks, Art, Music and Movement, Literacy/Library, Dramatic Play/House Area, Science Math, and Sand and Water.

The room environment is conducive to social interactions as reflected in the way the desks are positioned. They are clustered into small groups. Chairs face each other.

Also, space is reserved for the groups to convene to discuss or work together. It also promotes equity, in that even handicapped students will not be restricted in getting around in it.

Special implements of such handicapped students such as wheelchairs or specialized equipment to aid them may be considered in the planning of space and seat arrangement to ensure the comfort and accessibility of such children.

The storage of the materials is also well planned.

Materials are easily accessible that no time is wasted in searching for them when needed. Everything has its place and the students are expected to bring the materials back to their proper place after use. This teaches the students order.

Without order and organization in the classroom, the student’s learning will be gravely affected as the concentration will be difficult in a messy and disorganized environment.

Each available space is maximized and utilized well.

Each material in the classroom is carefully chosen to serve a particular purpose. Desks seat children and house their personal things, storage cabinets become the repository of various materials, shelves are home to books, bulletin boards and walls become display areas and the plants and animals encourage students’ care and responsibility.

Personal Philosophy of Management/Discipline

The organization seen in the physical environment is also translated to the management of student behavior. My classroom management plan involves the use of rules, routines, and procedures my students have been trained to follow. I believe these structures are essential in helping them grow up within certain bounds even if they are regarded to live out their natural independence. Being a democratic teacher, I encourage my students to participate in the creation of class rules at the beginning of the school year and the consequences of breaking them will likewise be decided by them. This rule-making activity is documented on poster paper and signed by everyone to signify their agreement and then the final poster may be tacked on the bulletin board to serve as a reminder for everyone. Whenever anyone breaks a rule, the teacher or any member of the class can conveniently refer the rule-breaker to the agreed-upon rules and consequences of breaking them. Engaging the students in this activity gives them a sense of responsibility, accountability, and respect for being asked their contribution to a class agreement.

Very young children also need routines in their daily lives. “Routines are the backbone of classroom life. They facilitate teaching and learning” (Shalaway, 1997, p. 25). It structures the activities and helps students know what to expect and how to behave during transitions.

Reflection of My Philosophy

My philosophy on classroom management was initially very idealistic and more teacher-directed than I care to admit. I stressed the need for organization and emphasis on good behavior as seen from the adult perspective. Rules and procedures were handed down to the children without question or consideration for their own opinions. Such a philosophy was developed from the sheer desire for a class that would function smoothly, to the teacher’s expectations and standards. However, in designing a classroom management plan for much younger children, I realize that sticking to such a philosophy may backfire, as preschool is the foundation stage of all human development.

Introducing rewards for good behavior or active school performance may encourage students to rely on external motivation instead of igniting their own internal drives to behave well and succeed academically. Although for younger children, rewards are needed intermittently since they need concrete reinforcement for good behavior. Once they feel the fulfillment of being good students, these external rewards shall eventually be phased out in place of internal rewards such as a warm feeling of pride and boost in self-esteem.

Classroom Rules

Some rules I shall add to my classroom management system are as follows. One is to return things where they belong. Everything is labeled in the classroom with picture or print labels not only for students to know where each thing belongs, but also to expose them to early reading. Aside from teaching them organization, their pre-reading skills are likewise practiced. I must make sure that at the end of every activity, I allot time for them to “pack away” to the tune of a certain children’s song and expect them to be done when the music stops playing. Another rule is to show respect for others. That can translate to listening to someone when he speaks and not interrupting, asking permission to borrow another person’s possession and not just grabbing it at a whim, to being considerate in waiting for one’s turn and not hogging the limelight all the time. During the discussion, young children are so eager to recite that it becomes a big issue for them if the same children are called upon all the time.

So I have devised a way to give each child a chance to participate in the discussion and call on those who may be too shy to recite. The younger they learn the value of respect for others, the deeper it is to ingrain it to their characters. A third rule is to share. Young children may have a difficult time with this rule, but they need to learn this value – whether it is sharing food, toys, books, school materials, etc. It helps them gear focus more on others and away from their egocentricity. This third rule corresponds to the second rule in developing the socio-emotional self of the child.

The fourth rule I want to add is using kind words and the proper tone of voice. They are reminded to use the magic words “please”, “thank you”, “I’m sorry”, “you’re welcome” whenever necessary. Also, they are made aware of using soft voices indoors and can express themselves more loudly outdoors. Early communication skills are taken into consideration when planning a good early childhood program. The last rule is to clean up their own mess. If they accidentally spill their drink or paint cups, there are sponges and mops accessible to them to use. If they scatter toys all around, they are responsible for picking them up and putting them in the right places and will be required to stay after school to complete the task, if need be. This is to develop their responsibility for their actions and serves as a preventive measure against mess. This rule supplements the first rule in helping children develop organization skills and the value of cleanliness.

Family Involvement

Communication and correspondence between home and school are open. Students are given feedback on their performance, and parents are updated with reports of what their children are learning in school and how they are doing. This is made possible letters I shall send home explaining the topic of study and a standing invitation for the parents to participate in the students’ activities. The usual Parent-Teacher Conferences are scheduled periodically to communicate to parents their children’s progress in school and to discuss special concerns. The homework I give the children usually involves parent participation. This gives parents a role in monitoring their children’s schoolwork.

I intend to make my classroom management system more democratic without losing the essence of discipline and organization.

Then, it would create a more conducive learning environment for my students.

• Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon.
• Crosser, S. (2002), “Managing the Early Childhood Classroom”. Young Children, 2002
• Shalaway, L. (1997) Learning to Teach…not just for Beginners. Scholastic Professional Books.
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Home — Essay Samples — Education — Classroom — Effective Classroom Management: A Personal Experience

Effective Classroom Management: a Personal Experience

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Published: Mar 16, 2024

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Setting expectations, building relationships, engaging lessons, addressing behavior issues, reflecting and adapting.

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Back when I was a professor of education, one of the most significant sources of anxiety for preservice teachers was classroom management. Most of them seemed unsure about their ability to manage a classroom full of 20 to 30 kids while responding to problem behaviors and facilitating the teaching and learning process . I always assuaged their concerns by letting them know that before they left my class, they would have a philosophy of classroom management and classroom management plan, which could be adapted to any classroom environment.

In my course, they learned that if students are in a safe and supportive environment, learning can take place. It is critical to have an engaging educational environment that includes all students. The primary goal of any philosophy/plan of classroom management is to assist the teacher in creating an environment for all students that will allow them to be successful and ultimately reach their full potential. In this piece, I plan to walk you through the creation of your own philosophy of classroom management and classroom management plan. Let’s get started.

Writing Your Philosophy of Classroom Management

I taught my students to divide their philosophy of classroom management into the three sections below. Completing a philosophy of classroom management is not an easy task, but I found a way to simplify the process. All you have to do is answer the questions from each section and use the resulting content to shape the body of your narrative. From there, simply add an introduction and conclusion and you are done. Revisions may be necessary, but at least you have a great first draft.

My Beliefs About Students:

• Do I believe that students need to be “controlled and disciplined” or that they can be taught self-control?
• Do I think that students are naturally disruptive and therefore need to be molded and conditioned to behave appropriately?
• Do I view students as equals or as charges?
• Do I believe that establishing a democratic classroom and giving students responsibility means letting them take over the class?

My Beliefs About Teachers’ Roles:

• Do I see myself as a boss or facilitator? A brick wall, jellyfish, or backbone teacher? An assertive educator?
• Do I think that I should create all of the rules and consequences, or do I think that students should offer their thoughts?
• Do I want to discipline or manage my students?
• Do I believe that teachers should spend time at the beginning of the year to teach rules and routines?

My Beliefs About Managing the Classroom:

• Do I think rewarding students for good behavior?
• Is the point of classroom management to manage the classroom or teach students to supervise and discipline themselves?
• Would I be ok with using a school-adopted classroom management program, or do I want to have more freedom to choose my own classroom management practices?

Writing Your Classroom Management Plan

After completing your philosophy of classroom management, you are now ready to write your classroom management plan . The cool think about it is that you can use parts of your philosophy of classroom management. Write a narrative that includes, but is not limited to, the topics/issues found below. Make sure you back your narrative up with recent research (less than three years old).

• Supportive, Effective, and Developmentally Appropriate Classroom Management Techniques
• Classroom Climate: Class Structure, Rules, Routines, Procedures, and Policies
• Classroom Design and Layout
• Student’s Expectation of Teacher
• Teacher’s Expectation of Students
• Positive and Negative Consequences and Individualized Behavior Management Intervention Plans
• Communication of Class and Behavioral Expectations to Students and Parents/Guardians
• Responsibility of the Parents/Guardians, Students, Teacher and School in Classroom Management
• Philosophy’s Connection to Theorist/Theory
• Philosophy incorporates pertinent and appropriate information from course textbooks; Classroom Management: Models, Applications, and Cases; Teacher-and Tested Classroom Management Strategies

From there, simply add an introduction and conclusion and you are done. Revisions may be necessary about this, but at least you have a great first draft.

Reflecting on your work is a vital part of being a professional and is essential to teacher development and the preparation of future teachers. Reflection allows you to examine your own beliefs, assumptions, and biases regarding teaching, learning, and classroom management and determine how those beliefs influence classroom practice and impact on the learning environment. If you are really want to impress your professor and receive an A, include a reflection along with your classroom management philosophy/plan.

Write a reflective 500 word paper about your philosophy of classroom management and classroom management plan. Please write the reflection in narrative form. The reflection paper should highlight how your classroom management details how you plan to develop a safe and supportive learning environment for your students. This may include:

• How do you believe your philosophy of classroom management and classroom management plan will work to provide your students with a safe and supportive learning environment?
• How do you plan on getting to know your students?
• How you plan on introducing students to your classroom management plan in the first 21 days of school and then reinforcing it beyond that time period?
• Communication of class and behavioral expectation to students and family
• Substitute teacher materials?
• Does the narrative reflect an understanding and thoughtful consideration of classroom management?

If you followed the directions in good faith, we are confident that you are now the owner of a world-class classroom philsophy of classroom management and classroom management plan. I would say good luck, but you won’t need it.

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StudyMoose. (2016). Personal Classroom Management Plan . [Online]. Available at: https://studymoose.com/personal-classroom-management-plan-essay [Accessed: 10-Aug-2024]

• Personal Reflection on Classroom Management Plan Pages: 4 (1187 words)
• Comprehensive Classroom Behavior Management Plan Pages: 29 (8498 words)
• Classroom Management Plan Pages: 16 (4712 words)
• A Classroom-Based Action Research on Promoting Confidence in an ESL Classroom Pages: 9 (2534 words)
• Personal Philosophy of Classroom Management Pages: 5 (1219 words)
• Personal Marketing Plan Personal Pages: 5 (1479 words)
• Personal Plan What Are Your Personal Goals English Language Pages: 8 (2325 words)
• Company G’s Three Year Marketing Plan Marketing plan Pages: 10 (2752 words)
• Fail to Plan, Plan to Fail Pages: 6 (1530 words)
• Career Plan – Career Plan After Graduation Pages: 8 (2358 words)

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The Key to Effective Classroom Management

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

It’s a daunting but all-too-common sight for many teachers: A classroom full of rowdy students who are unable to focus on the lesson. Classroom management techniques may get things back on track, but valuable time has already been lost.

Many experienced teachers know that making meaningful connections with students is one of the most effective ways to prevent disruptions in the first place, and a new study set out to assess this approach . In classrooms where teachers used a series of techniques centered around establishing, maintaining, and restoring relationships, academic engagement increased by 33 percent and disruptive behavior decreased by 75 percent—making the time students spent in the classroom more worthwhile and productive.

“Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience,” explains Clayton Cook, the lead author of the study and a professor at the University of Minnesota. When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.

In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students—a total of 220 in fourth and fifth grade—and boost their sense of belonging. (A follow-up study with middle school teachers used the same strategies, with similar results.) Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.

Since it can be easy for some students to fall through the cracks, a relationship reflection form—like the one we share here—can help teachers take notes on each individual student and highlight ones who need the most attention.

Starting on a Positive Note

At the start of the school year, the teachers in the study made time for establishing relationships. “The goal is to ensure all students feel a sense of belonging that is characterized by trust, connection, and understanding,” Cook and his colleagues explain. For students with learning or behavioral problems, cultivating positive relationships provided “protective effects” that helped them stay focused on learning.

To establish positive relationships, teachers can:

• “Bank time” with students. Schedule one-on-one meetings with students to get to know them better. The goal is to “make deposits into the relationship” to help ease conflict in the future if you have to give constructive feedback or address disruptive behavior.
• Encourage student-led activities. Students feel more invested in their learning if given opportunity to share their interests . Teachers can step aside, be supportive, and listen.
• Welcome students into the classroom. Activities such as positive greetings at the door and icebreaker questions help create a warm classroom culture.
• Use positive communication techniques. Open-ended questions, reflective listening, validation statements, expressions of enthusiasm or interest, and compliments help students—especially shy or introverted ones—ease into classroom discussions.

Maintaining Relationships

Without active maintenance, relationships deteriorate over time, the study authors point out. Teachers may focus too much on academics and not enough on supporting students’ emotional well-being, slowly using up the banked time they initially built up with students.

Teachers can maintain relationships by continuing to implement the strategies above, and in addition they can:

• Take note of positive and negative interactions with students.  Teachers should aim for a five-to-one ratio.
• Regularly check in with students. Ask how they’re doing and what support they may need. In an Edutopia article, Todd Finley explains how 5x5 assessment time helped him focus on a handful of students every day.
• Acknowledge good behavior. When teachers focus attention on positive conduct, disruptive behavior is stemmed before it becomes an issue.

Repairing Harm Before Things Get Worse

Eventually, negative interactions such as misunderstandings, conflict, or criticism can weaken a teacher-student relationship. If these negative interactions are left unaddressed, students may feel disengaged and be less willing to participate in activities. They may also be more likely to misbehave, creating further damage. So it’s important for teachers to “intentionally reconnect” with students to restore the relationship to a positive state.

When relationships need repair, teachers can:

• Let go and start fresh. Teachers should avoid holding mistakes over a student’s head, instead giving them a chance to start each day with a clean slate.
• Take responsibility for their actions. Teachers can avoid blaming students when things go wrong, and think, “What could I have done to avoid the problem in the first place?” They shouldn’t be afraid to apologize when that’s called for—doing so helps build trust with students.
• Show empathy. There are two sides to every story, and a teacher can acknowledge that students may have a different perspective about what happened.
• Focus on solutions, not problems. Teachers can work with students to find a solution that everyone feels is fair.
• Separate the deed from the doer. It’s important to criticize the behavior, not the person. If teachers label children as “problem students,” there’s a danger that they’ll internalize that label, making it more likely that they’ll repeat the behavior in the future.

The takeaway: Effective classroom management starts with relationship building. When students feel a greater sense of belonging, they’re more likely to be academically engaged and demonstrate positive behavior.

Personal Classroom Management Plan

Your personal is the cornerstone for the structure of your classroom environment. The tone of your classroom environment is reflected in your professional communication with students, families, and colleagues. It is also reflected in your management, engagement, and instructional strategies. It is imperative for you to have an understanding of how you wish to structure the students learning environment and how you plan to communicate these decisions with stakeholders.

For this benchmark assignment, you will revise your comprehensive classroom management plan

based on the feedback you received in your previous assignments. Consider all you have learned throughout this course, including the interaction you have had with classmates and current educators in the field. Sections 7 and 8 will be added to your classroom management plan.

Your classroom management plan should consist of the following sections:

1.Professionalism Based on the feedback you received from your peers, revise your statement on professionalism.

2.Student Engagement Strategies Based on the feedback you received from your peers, revise your statement on student engagement.

3.My Philosophy of Classroom Management Based on the feedback you received from your peers, revise your philosophy of classroom management.

4.Classroom Procedures Based on the feedback you received from your peers, revise your procedures and rationale.

5.Rules, Consequences, and Reward System Based on the feedback you received from your peers, revise your lists of rules, consequences and rewards and your rationale.

6.Classroom Arrangement and Cooperative Learning– Based on the feedback you received from your instructor and peers, revise your classroom arrangement and your classroom arrangement rationale explaining how effective classroom arrangement maximizes classroom time and space. Include an explanation of how the physical learning environment and cooperative learning groups work together to actively engage students and foster respectful and safe communication.

7.Communication with Families Write a 250-500 word email to the families of your future students in which you introduce yourself. Include your professional background and provide a brief overview of your teaching philosophy. Identify three ways you will communicate with the families to establish open communication. Explain why it is important to maintain a positive, collaborative relationship to promote the intellectual, social, emotional, physical growth, and well-being of students.

8.Classroom Management Evaluation: Write a 250-500 word evaluation of the effects of professional decisions and actions on students, families, and other professionals in the learning community. Explain how you will actively seek input from families, peers, and the community to grow professionally and . Include a summary of legal obligations in responding to student behavior and equity that you have read during your research.

Reflection: In 150-200 words, review the feedback you received from your peers and instructor on your classroom management plan. What feedback did you incorporate into your final plan? What feedback did you choose not to incorporation? Why?

Include a title page, table of contents page, and all resources you used to create your classroom management plan.

Download your peers feedback comments from the CLC Forum to a Word document and submit with your Classroom Management Plan.

Prepare this assignment according to the guidelines found in the APA Style Guide , located in the .

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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Classroom Management Plan – 20 Templates & Examples

One of the most crucial roles a teacher must play for the success of their students is classroom management. The goal is to come up with a set of rules, systems, and guidelines that ensure good behavior and maximum participation from the student without creating a stressful environment. If you are a teacher or someone looking to understand classroom management, this article will guide you on how to use a classroom management plan template to enforce it.

What Is a Classroom Management Plan?

A classroom management plan is a series of steps and guidelines designed by a teacher to keep their students attentive, focused, organized, academically productive, and well-behaved during a class, semester, or school year. It is usually created by identifying all possible disruptions and misbehaviors that could occur in the classroom then designing a set of rules and consequences to mitigate them.

What Is a Classroom Management Plan Template?

A classroom management plan template is a fillable form that a teacher can use to analyze possible areas of friction in their class and devise rules to curb them. You can download it online and customize it to fit the situation in your classroom.

Classroom Management Plan Examples & Templates

Essential Elements of a Classroom Management Plan

While each teacher’s management style is different, a food management plan is consistent in its content. The document must contain the following elements:

• Classroom Design: This refers to the deliberate arrangement of displays, desks, equipment, and storage to create a conducive learning environment.
• Timeframes: The teacher must create a timeframe that allows their students enough time to complete their assignments and settle down before every next class.
• Rules: The rules set out in a class management plan must be derived from actual misbehaviors identified by the teacher and their students that could occur in the class. They must foster respect and harmony in the classroom.
• Consequences: When assigning consequences, use official reprimands like warnings, detention, and demerits. Avoid actions that could be counterproductive, such as hitting, cursing, or yelling.
• Plan Organization: This involves organizing administrative paperwork, class assignments, and student files properly, so you have ample instructional time

High School Classroom Management Plan

How to Set up an Effective Classroom Management Plan

An effective classroom management plan template should define how you will demand good behavior from your students while still maintaining a positive learning environment. Here is how to set it up:

Step 1: Set Expectations

In the first week of the semester, ask your students to suggest and write down the rules they think you will enforce, then let them sign a contract. They are more likely to cooperate if you involve them.

Step 2: Follow School Policies

As you set your own rules, read the school management policies and make sure the two align. For example, if your school doesn’t have detention, don’t include it as a consequence.

Step 3: Define Your Boundaries

Set boundaries from the word go about what is acceptable or not acceptable in your classroom. Doing this will ensure you don’t burn out or get stressed.

Step 4: Use Reinforcements

Every time a student displays a good behavior, encourage them through verbal and non-verbal reinforcement. Vary this input so that your students remain motivated to behave well.

Step 5: Prepare a Planned Syllabus

Create a planned syllabus of the course you will cover that semester. Make sure it is well-organized, easy to understand, and comprehensive.

Step 6: Interact with Your Students

Take time to understand each of your students so that you can anticipate and prevent or manage behavior problems. Do this by creating fun and positive ice breakers.

Step 7: Create Engaging Content

Make your content engaging and include several project-based classes and lessons that involve a lot of student engagement. This will keep your students focused and well-behaved.

Step 8: Define the Consequences

Lastly, list down a set of consequences for when a student breaks the rules. Be consistent and fair in applying the consequences.

Elementary Classroom Management Plan

Things to Consider when Preparing a Classroom Management Plan

Your priority as a teacher is to ensure all your students are comfortable, safe, and academically productive. To achieve this, consider the following when preparing your management plan:

• Review some samples online to understand what a good classroom management plan should look like, then customize one of your own.
• If your students are older, engage them in a discussion of the humanistic, cognitive, and behavioral aspects of the rules in the management plan.
• Take notes about possible hindrances to the success of your students and address them in your classroom management policies.
• Make sure your rules are in line with school policies.
• Apply the consequences equally to all disruptions in the classroom.
• Adjust the plan accordingly if it will benefit the students.
• Share your plan with the students and their parents at the beginning of the school year.

What are the 5 P’s classroom rules?

A well-managed classroom is designed to follow the 5 Ps, which are Prepared, Prompt, Productive, Polite, and Position.

Is classroom management a skill?

Yes, classroom management is a crucial teaching skill that, when employed well, can mitigate student behavior and class disruptions.

What are the best classroom rules?

Some of the best rules to enforce in your classroom include:

• Always be on time
• Complete your homework and carry enough supplies
• Don’t hit or bully your classmates.
• Be courteous and polite to others.
• Respect other people’s property.

What is positive classroom management?

Positive classroom management is a system that uses support and positive reinforcement to foster learning and avoid disruptions in the classroom.

What should you not do in the classroom?

As a teacher, you should never impose counterproductive consequences for your rules, such as hitting, yelling, or cursing at the students, or shaming them.

What are the duties of a teacher in classroom management?

Your duties include monitoring the progress of your students, maximizing efficiency, and anticipating and avoiding or dealing with potential problems.

Final Thoughts

To complete a classroom management plan template, list down all the conceivable actions from your students that could cause a disruption in the learning and use them to set rules. Be very clear about the rules and consequences so that there is no room for fault-finding, arguing, or complaining later.

How did our templates helped you today?

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