managment plan

8/2/2019 Managment Plan

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Aubre Putnam’s

Classroom Management Plan

“Good teaching is one-fourth preparation

and three-fourths theater.” ~Gail Godwin



Part One – Classroom Organization

A) Physical

While making my classroom design, I took a lot of ideas from the

kindergarten room I have my practicum in. I like having the area rug at the front of

the room for whole group instruction. It allows the kids to be free of their workplace

distractions and able to focus on the directions they are receiving or listen to a story.

It also is a great place for sharing student work (with one another) as it makes it

easy for everyone to see and hear during share time. The white board at the front

also is great for whole group sessions as well.

I placed the cubbies and the coat closet close to the doorway and apart from

each other forming a hallway for several reasons. One reason is when students enter

and exit the room, they need to remove or put on their coat, so the coats should be

right by the door. The cubbies are usually emptied at the end of the day into their

backpacks, so the cubbies should be close to the coat closet (where the backpacks

hang) for accessibility, and it also keeps them out of the way during class time.

I put the teacher’s desk in the front corner because it was out of the way (I

don’t plan to spend very much time at my desk) but it was still in an area that the

whole room could easily be viewed from this spot, should I be sitting at my desk.

The smart board is in front of my desk, but while it isn’t being used for whole group

situations, it would be pushed back against the wall, for optimal space and to allow

more to be seen from the teacher’s desk.

I had the students sit at tables, rather than desks, to facilitate a community

environment. As there are 24 seats, each table will have an empty chair, in case we

get (an) extra student(s) throughout the year. I placed the tables in the center of theroom but slightly farther to the back, because I want their tables to be in the center

for ease of seeing posters and word walls around the room easily, but it had to be

shifted slightly back to compensate for the area rug.

Around the room I have placed various stations with chairs for students’

workshop time. While the station names are different subjects, they can of course be

used for several subject groups. The names were simply an idea of how different

subjects that can be broken into small group work.

I placed the computer station in the back for a couple of reasons. One, as this

is a kindergarten classroom, little time will be spent on a computer, and two it was

out of the way of the children’s view of the room.

I put a bookshelf and a reader’s chair in front of the area rug for read-aloud.The bookshelf up front provides accessibility for the teacher and allows children to

see the books often thus maybe prompting them to read. The chair will primarily be

for teacher use, but the students might be able to sit it in for show and tell or share

time.

I put the phone, intercom and filing cabinet with the t eacher’s desk because

those are objects the teacher needs access to, but the children don’t. It was a nice

way to keep it out of the way, and so the children don’t have temptation to play with



it and get into trouble. And along the side of the room I have a counter with a sink

and pencil sharpener so they are accessible for the students, but they are also far

enough out of the way to avoid as much distraction as possible.

Overall, I think the design plan turned out really well and I hope to be able to

have a classroom similar to this one when I get to teach. The way it was set up was

purposeful to make the most open area possible and allow almost all of the room tobe seen from just about any area in the classroom. It also gives a lot of space on the

walls available for posters and other instructional wall hangings, and the openness

of the room allows for students to easily see all of those aides.

B) Operational

Teacher record-keeping procedures

In my class, I will keep records 2 ways. I will have a paper version of grades

in a standard grade book and I will also have an electronic version. I think having

both is a good idea because they can work as a back up for one another, either if my

computer crashes or I lose my grade book, I have a back up to retrieve those grades.

New Students in the Room

A new student is a challenge for both the students and the teacher. I would

be very positive about the change and I would make sure the students were

accepting of the new student. The first day for the new student, I would ask one of

my well-behaved students (privately of course) to ask the new student to sit with

them at lunch and play with them at recess. After a few days in the classroom (when

the new student is feeling a bit more comfortable with the class) I would have a

short share session for the student. (ex. An “All About Me” poster or just have thestudent come to the front of the classroom and talk about where they lived before,

what kinds of things they are interested in, hobbies, etc.)

Orderly Classroom, Clean Desks, Displaying Student Work

I think a big part of an orderly classroom is the way the classroom is

physically set up. If it is an open room where all students can be seen all of the time,

I believe they will misbehave less, simply because they know they can be seen. I also

want to make sure my students know that the classroom is a safe environment and

therefore certain words will not be tolerated, nor negativity towards another

student or myself. Setting ground rules for the students at the beginning before any

of these things happen will make for a more orderly classroom simply because the

students already know they will get in trouble for certain things and are less likelyto act that way when they know the consequences. If a student does not abide by the

classroom rules, I will be sure to enforce the consequences as promised, so the rest

of the class doesn’t see my warnings as “empty threats.”

I prefer tables to desks for my classroom, but nonetheless, my students will

be expected to keep their table spots clean and orderly. I will give them a minute or

2 at the end of each day to organize their tables. If something were to spill on a table,



I would assist them in cleaning it (especially if it’s sticky!) but for the most part, the

cleaning of the tables will be primarily the students’ responsibility.

Displaying student work is not only great for students’ self -esteem, but it also

makes the classroom a friendlier environment. I would display certain projects my

students worked on throughout the year in 2 different ways. First, I would always

have a special project they worked on out in the hallway by our classroom door soeveryone could admire their hard work. These types of projects would be based in a

subject, probably literacy, but would also incorporate art, like a drawing or painting

they made. The entire class’ work would be displayed. The second way I would

display work is on a bulletin board in my room. This board would be to show an

individual’s exceptional work. I would keep track to make sure that every student

got to have his or her work displayed at some point. This would hopefully encourage

students to take their time with their work in hopes of making it up on the bulletin

board. Work would only stay on the board for a week, then it would go home with

the student and new work would go up.

Part Two- Disciplinary Policies andProfessional Ethics

Establishing Initial Group Rules/Expectations

I believe that students are more apt to follow rules when they are involved in

the process of making the rules. Therefore, at the beginning of the school year we

will make a list of classroom rules as a class. There will be both teacher and student

input, but ultimately, the rules I want enforced will be on the rule sheet we make

and hang on the wall. Rather than just tell them what the rules are I will prompt

them to say the rules I want by asking leading questions. (ex. “What about going to

the bathroom? Do you think you should just be able to go to the bathroom whenever

you want or do you think we should have to ask the teacher first so that I know

where you are if something should happen?”)

What are consequences for breaking class rules/school rules?

Different rules merit different consequences, as some rules are more

important than others. (ex. Getting out of your seat when you aren’t supposed

should have a smaller consequence than hitting another student) I intend on having

a system set up where you pull a card if you do something wrong. You start on green

at the beginning of everyday, but misbehaviors cause you to pull a card. The card

behind green is yellow, which would just be a warning, then red, which is a time out,

and finally white, which would mean either a trip to the principal or a call home

depending on the misbehavior. More severe rule breaking, such as hitting another

student, would result directly to a call home and a trip to the principals. At the end

of each week, all students who went the entire week without going past yellow

apple will get to pick a prize from the treasure chest (filled with things like

McDonald’s toys, colorful pencils, etc.) This way, the students have a positivereinforcement for good behavior, not just a punishment for bad behavior.



Student Disrespect to myself and other teachers

Disrespect will, of course, not be tolerated. The students (and other teachers)

will know that if a student is out of line, the teacher has the authority to make them

“pull a card.” If it becomes a frequent problem they will be punished more severely.

(ex. Skip the yellow warning and go straight to red.) If it still doesn’t stop, I will call

their parents and discuss the problem with them. Hopefully that will resolve theproblem. If that STILL doesn’t fix it, we will do a seminar type thing in the classroom

on respect. It won’t be directed explicitly at the child who is having difficulties with

respect, but I would pull him/her aside later in the day and discuss what (s)he

learned during this seminar.

Conflict on the playground

The same rules apply on the playground as in the classroom, and students

will know that and that they still are accountable for their actions. If there are other

adults other than myself monitoring them on the playground, they too will have the

ability to make the students pull a card. Fighting will still result in a call home/trip

to the principals. These children however are only 5-6 so I don’t foresee too many

fighting issues rather than a verbal spat and tattletales (which won’t result in a call

home/trip to principals they will be dealt with by the card system unless it becomes

a frequent problem, then it will result in a call home.)

Tardiness



Since these children are so young, tardiness cannot be something they are

held responsible for. When kindergartners are tardy it is their parents’ fault and not

their own so I will not make them face any consequences when they had no control

of the situation. If a student is arriving late often, I would simply have a talk with the

parent(s) and gently remind them that it is very important that their child(ren)

arrive at school on time so they don’t miss anything. Or I might send a generic notehome, reminding parents of the importance of their children arriving on time to the

entire class, so that the parent doesn’t feel personally singled out, though they

would still most likely get the message and make a better effort at making sure their

child is at school on time.

Disrupting/offending others

The class rules will include a rule about respecting each other. We will

discuss what that means when we are adding it to our list of rules. This way the

students understand the meaning of it and so they can be held accountable for

behaving respectfully. If they chose to be disrespectful by distracting another

student or saying something offensive they will have to pull a card. If this problempersists, it will result in a phone call home, and if it still doesn’t stop, being put in a

desk away from other students so they no longer have the ability to be distracting.

Not getting work done/not “trying”

Since Kindergartners are new to the whole school aspect, I don’t think this

will be as big of an issue as it is for older grades. They also won’t be given actualgrades for many things, as many of their assignments are more for formative

assessment rather than formative. They will be encouraged to work on everything,

and assistance will be available, as I will be walking around to assist while they

work on various assignments. If needed I will sit down with a student for a short

time to get them started on the assignment and then once they understand what isbeing asked of them and are able to work independently on it I will move on to

assist another student. If they are refusing to even make an attempt at work they

will have to pull a card, and they will still be expected to finish the work, whether

they have to take it home and work on it there or work on it during another part of

the day, they still need to complete the work they have been assigned.

Cheating

I don’t foresee this being a big problem in kindergarten, and if a child were to

look at another students work it would be quite obvious. I wouldn’t have any strict

punishment for this rule, simply because they are just learning what cheating even

means, but if I were to catch a student cheating, I would simply pull them aside andexplain to them that I need them to do their own work, rather than copy another

student’s so I can see what they know so they can continue to learn in my classroom.

If the student continues to cheat after I have pulled them aside for this talk, they

would face the typical classroom punishment of having to pull a card. If this problem

were still happening, they would be moved to another place in the room away from

other students for a while to encourage them to do their own work.



Parent/Principal involvement

I intend on dealing with most of the discipline myself in my classroom,

however there is a point when parents and/or the principal needs to be involved. I

stated at the point I would involve them into the discipline in the above situations.Essentially, they will need to be involved when the problems persist and the child

refuses to cooperate. I am not a fan of the idea of calling home, but if it is a

necessary step to get the child back on track at school, I will definitely make that

step for the sake of the student and the rest of the class. My classroom needs to be a

safe and good learning environment for all of the students and when a child is

compromising that environment, their parents and/or the principal need to be

notified.

Adult Interaction Behavior

Gossip is a part of everyone’s life, whether they admit to it or not. Therefore I

can’t say with a clear conscious that I won’t allow gossip to effect me in the schoolenvironment. What I can say though, is I will try very hard to not let it effect the way

I treat a student or the class as a whole. I will not participate in lounge gossip by

talking negatively about my students or other teachers. If a teacher needs to vent to

me I will be happy to listen, but only as a third party and I will not outwardly agree

or disagree with what they are saying. I will treat all of my colleagues with respect,

even if I don’t like them. I will keep my dislike of a colleague to myself, and not



gossip about it with another colleague, as that is just asking for a difficult work

environment.

Even if I disagree with the views of my principal, I will follow his her rules, at

least for the first year without outward question. While doing things his/her way, I

will be sure to reflect on what I do and do not like about his/her views and take

notes accordingly, so that my next year I could have some ideas for new strategies toshare with him/her that I think will help the whole school. I would approach this

conversation very cautiously and respectfully so that (s)he doesn’t feel as if I am

stepping on his/her toes. I would be sure to present both the negative and positives

of my ideas and not be pushy with them, just simply ask that (s)he considers these

ideas.

Part Three – Classroom Routines and

Procedures

Student Sharing

Whether they are sharing their work they did in the classroom of bringing in

something for show-and-tell, student sharing is a great way to build a community in

the classroom. I intend on having both aspects in my classroom, and both of them

will operate on a schedule. For show-and-tell, there will be one person who shares

each day. It will be a short 5 min presentation by the student that will also double as

a transition. I would likely schedule it right after the kids get back from recess when

they are still loud and wound up. They would have to be quiet to listen to the

presenter, but it’s more of a fun thing to listen to and they don’t really have to

engage their brains quite yet, so it would be a nice transition. Obviously, there are

more days in the school year than there are children in the classroom, so each child

would have the opportunity to share more than once. To make it easy on myself, the

schedule would simply go alphabetically, and when we reached the end, simply loop

back around and start again. If a student were to forget to bring their show-and-tell

on their assigned day or was absent that day, we would simply “reschedule” them

for the next day and just have 2 sharers that day. If they forget 2 days in a row they

simply miss their turn and have to wait until their next share day. (Not being at

school doesn’t count that way.)

I would also like students to share the work they did in class. My class will

have reading groups (which will hopefully divide up into five, if not I’d combine orseparate to made 5 for share day) and each day of the week would indicate which

reading group gets to share work. They don’t necessarily have to share something

they worked on in literacy that day, but I imagine many will because their groups

will be broken up by their reading groups. Since this is a weekly share session, there

will be no make-up for being absent the day of their presenting. Each presenter will

show a piece of work and talk about it for 30 seconds to a minute. This can also be

used as a transition, as it works well to do after their literacy block is over when

they are already in their sharing group.



Room Helpers

I got this idea from the video of the teacher we watched in class. I will have a

list of the names of all the students in class laminated and hanging up in the room. I

will then have clothespins with the room helper job written on them. I will place the

pins on the list (spread out evenly, not all of them at the top) and each day I willmove each clothespin down 1 name. This way it is easy to keep track of who is what

helper and make sure that each person gets a turn being each. Room helper jobs will

include: Line leader, Caboose (back of the line), paper handler (helps hand out

papers), fish feeder, and pencil sharpener.

Free Time

Free time in my class will be used for the students to either finish up work

they didn’t finish earlier in the day, or they can use it to read something out of their

browsing box. Reading is such and important part of the curriculum in kindergarten

and there just isn’t enough time in the day for students to read as much as they

should, especially if they aren’t reading with their parents at home. Even if theyaren’t actually reading all the words and just looking at the pictures, they are still

getting literacy exposure, which is still beneficial in my opinion.

Field Trips

Obviously, field trips require parental permission. I would send notes home

to all the parents talking about the fieldtrip planned with details a few weeks before

the field trip so they have time to decide if it is something they want their child to

attend. Then closer to the date of the field trip (like a week or so out) I would send

home a permission slip. On the permission slip I would add a box to check if they

don’t want their child to attend so the parent’s don’t feel pressured to allow their

child to go. (Though I hope all of my students are able to attend every field trip!) Theweek before the field trip, I would start talking to my class about what we are doing

and the different expectations of them while they are on this field trip (ex. how they

should dress, that they need to pack a lunch etc.)

Doing Homework

Homework at this age is something I believe the kids should be introduced

to, but I don’t think I can rightfully assess them through it, nor can I punish them for

not completing their homework, as it is often something parents are needed to

assist with. If the parents are too busy to help their child with their homework every

night then it isn’t fair to penalize the child f or their incompletion. I might have a talk

with the parents about what they can expect for their children’s homework and howimportant it is that they read at home but since I am not grading the parents, I don’t

think the homework should be a large part of the students’ life. I believe they should

have a small amount of homework a couple of nights a week, along with the

encouragement to read every night, to get them used to the idea of having

homework, but I don’t find any benefit in giving 5 year olds excessive amounts of

homework. It’s not fair to the children who spent all day learning to come home and

do more school work, and it’s not fair to the busy parents.



Handing in Papers

I plan to have a big basket at the front of the room labeled “Finished work”

for the kids to put their finished assignments in. With some assignments I will ask to

check them first before they stick them in the basket, and others they will simply be

instructed to put them in when they have completed the assignment. Not all

assignments are going to need to be turned in, some will just be practice and I willinstruct them to stick them in their cubbies to take home and show their parents. (I

won’t use the word practice or anything so that they still feel it is important for

them to complete the assignment.)

Passing out papers/assignments

One of my classroom jobs is a “paper handler” who will help me hand out

papers to all the students that day. This job will be fun for the kids, and it will also

speed up the process so all the kids can get to work as soon as possible. Each

student will also have a cubby for papers to go home, and so I can simply stick a

paper in each cubby when I have something to go home to mom and dad. They will

have a “take home folder” that will go home once a week that contains all of thepapers from the cubby. It will be a set day (ex. Thursday Take Home Folder) so that

the parents will know to expect it and make sure it is returned (empty) the

following day.

Dismissals

With the exception of the end of the day, anytime the children are going

anywhere they will be expected to line up (because we will be walking in the hall). I

will dismiss them by table or row (depending if they are sitting at their tables or in

their “carpet spot”) to go and line up. I will only call tables/rows when that

table/row is being quiet and sitting appropriately with their table/spot cleaned of

the activity they were working on before the dismissal. Once all of the rows/tableshave been dismissed to line up we will sing out “line song” (detailing how we should

act while in the hallway) and then we will walk as a class to wherever we need to go

(ex. recess, lunch, music, P.E., etc.)

At the end of the day, the students will be dismissed as their parents show up

(for those picked up by parents) the bus riders will all be dismissed together so they

can walk to the bus together. Any other situations (kids that stay after school, kids



that walk home, etc.) will be dismissed either individually or as a group if more than

one of them are going to the same place.

Bathroom procedures/Getting drink

Since kindergartners are still quite young, it is important that they are

allowed to go to the bathroom when they need to go. I plan to a couple of scheduledbathroom breaks/drink breaks for the whole class. While every student may not

need to use the bathroom at the same time, they still might want at drink. I have

noticed in my practicum that most of the children go to the bathroom during breaks,

I don’t know if they were told at the beginning of they year that they should try to

use the bathroom during breaks or if they just figured it out on their own, but it

seems to be beneficial to the class environment, as there are less interruptions of

individual bathroom breaks throughout the day because of it. If a student needs to

go to the bathroom between bathroom breaks, they will of course be allowed to, but

they must ask the teacher first, simply so I know where they are at in case of an

emergency.

Going to Specials

Going to specials will be treated just like a regular dismissal. They will walk

in a line to the special and in a line on the way back. They will b e expected to be

quiet while in the hallway. They are expected to behave in specials and follow the

special teacher’s rules, and the special teacher will have the power to make them

pull a card should the students fail to follow the rules of their room. The students

will be aware of this power.

Transitions

I’m a big fan of singing songs for transitions. I mentioned earlier the standing

in a line song, which is a transitional song. There are songs about everything if you

just look, or you can even make them up! I intend on beginning each morning with agood morning song to get kids transitioned from being at home to being at school,

and a goodbye song at the end of each day. Between subjects I will use topic related

songs as much as possible. (Ex. a song about the solar system before each science

lesson on the solar system, head-shoulders-knees-and-toes before our unit on the

body, etc.) Songs are fun for kids and make it easy for them to get involved with

their next activity.

Differentiation

I will have a lot of group work/stations in my classroom. For literacy I will

split kids up based on reading level, and also what they need to work on as readers. I

want to teach CGI math, because there is so much differentiation in that but yet theyare all still working on the same problem! I’ve learned about it in math, but it didn’t

make much sense until I saw it implemented in a classroom and it works great! I

really look forward to being able to use either that strategy exactly, or a modified

but similar one to fit my curriculum. I will also be sure to not put a limit on how

much a student does. (ex. write 3 sentences vs. write at least 3 sentences)

Parents



I think it is great when parents want to be involved with their children’s

education and/or in the classroom. I will definitely encourage it, as help in the

classroom is always wonderful and education is so important, I definitely want the

parents on my side. I would be happy to answer any of the parents’

questions/concerns via email, phone, or in person. Parental involvement and

support is a great way to help children get the most they can out of schooling.For parent/teacher conferences, I will put together samples of the child’s

work from throughout the year to show them their improvement. I will also do the

sandwich approach with things that their child is doing well and things we still need

to work a little on. (Positive, negative, positive.) No child is perfect, so each child will

have something to put in the “need to work a little on” but it will be delivered with

tact and respect. “Sally is doing great in her reading, she is comprehending really

well…we still are working a little on staying in our seat during work time…she

always has a cheerful disposition and she really is a joy to have in the classroom.” I

will address both their social aspects and their academic aspects.

managment plan

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