Classroom Management
PlanSARA MARSH
CEDAR CREST COLLEGE
The Classroom THE DESCRIPTION
Classroom Description
The classroom is a second grade inclusion classroom in a suburban school
district. There are twenty students in this classroom. All subjects are taught
in this classroom. This includes math, language arts, social studies, science,
and writing. There is an instructional assistant assigned to the classroom
who assists students during the day, as well as a push in by the special
education teacher. Five students in the classroom have an Individualized
Education Plan (IEP). Diagnoses include autism, ADHD, and learning
disabilities. The classroom is set up to support whole group instruction,
small group work, and independent work.
Part 1 THE LAYOUT
Large Group Layout
The large group layout is laid out so that all
student desks are facing the main instruction area
and SmartBoard. Students are paired with
another student who will be their partner for peer
teaching and partner work. There is a large
carpet area in the front of the SmartBoard where
students will sit during the whole group math mini
lesson. There is also room for read alouds and
language arts instruction in the reading area.
Small Group Layout
Desks in the large group layout can be easily
turned to accommodate cooperative learning
activities. There is also the horseshoe area where
small group instruction will take place during
guided math and guided reading. Additional
areas of the classroom can accommodate
individual and small group work. The groups are
facing each other to encourage communication,
but are spaced away from other groups to allow
independence.
Part 2 THE RULES AND PROCEDURES
The Rules
1. Raise your hand to speak or stand.
2. Follow directions quickly.
3. Listen when your teacher is talking.
4. Respect others, respect yourself,
respect your school.
5. Be safe, be kind, be honest.
General
Procedures
MORNING ARRIVAL,
MATERIALS, TRANSITIONS,
EMERGENCY PROCEDURES,
DISMISSAL
Morning Arrival
I will meet students at the door to say good
morning and briefly talk.
Students will enter the classroom quietly, unpack
their backpack, place their backpack and coat
in their assigned cubby, move their name on the
attendance board, and begin working on their
morning work, which I placed on their desk prior
to arrival.
The routine will be the same each day so
students will learn what is expected of them
upon arrival and be displayed on the board as a
reminder.
Class Schedule
Class schedule will be updated prior to
student arrival each day and
displayed in an area of the room
where all students may easily
reference it.
Schedule informs students when
activities are occurring and at what
time.
Attention Getters
I use the Whole Brain Teaching technique of "Class!
Yes!" However I say "class", the students are
expected to respond back the same way with "yes."
If I say, "Hands and eyes" the students respond back
with folded hands and eyes on teacher.
Establishing an attention getter allows students cues
students to settle down and listen for directions.
Hand Signals
Students will use hand signals to communicate common
needs they may experience in the classroom.
The purpose of these hand signals is to communicate
needs, such has needing a drink, going to the bathroom,
etc, to the teacher in a quick and efficient manner that
does not take away from learning.
Nonverbal cues allow learners to visually understand
directions and expectations.
DesksOrganization
Students will have a toolbox that contains their
pencil, markers, crayons, scissors, and glue
stick. They will also have textbooks, a Take Home
Folder, Ketchup folder, Guided Math folder,
whiteboard, and at least one or two books to
read during down time.
A visual models for students how the inside of
their desk is organized.
Lining Up to Transition
Students will be assigned a number at
the beginning of the school year,
based on alphabetical order.
Students will line up in number order
when getting in line with the line
leader at the beginning of the line.
Students will line up quickly and
silently, ready to say Hallway Poem.
Hallway Expectations
Prior to entering the hallway, students will
recite hallway poem to remind themselves
of expectations.
Students will ensure that their toes are on
the hallway line and that they are right
behind the person in front of them.
They are silent as they transition to a new
room, being respectful of working classes.
Emergency ProceduresFire Drill
Students will quickly and silently get in number order line.
Teacher will turn off lights, grab class list, and emergency
folder. Last student in line is responsible to close the door
behind the class.
Students will follow teacher out designated door, walk to
designated area, turn around and face the school. There
will be no talking during this time.
The teacher will quickly take attendance and inform office
of class status by holding up the red or green card.
Noise canceling headphones are available for students who
are sensitive to loud noises.
Emergency ProceduresLockdown
Students will move to assigned area within classroom that
is away from doors and windows.
Teacher will ensure door is locked and lights are turned
off.
Students will sit with teacher on carpet in assigned area
until the lockdown is over.
Visual schedules are provided for students who need
reminders of behavior.
Afternoon Dismissal
Students will place homework folder and
any other items that must go home on to
their desk.
The teacher will call quiet groups of
students to pack up.
When a student is packed up, they may
color, read quietly, or play a class game
until it is time to walk to the busses.
When announcement is made, students
will put away any materials on desk, line
up at the door, and follow teacher down
to the bus pick up.
Instruction
Procedures
WHOLE GROUP
COOPERATIVE LEARNING
INDEPENDENT WORK
Whole Group InstructionMath
Math is taught in a guided math format to allow for differentiation of
content.
In the beginning of math, the teacher will teach a 10-15 minute mini-lesson
to introduce content.
Students will watch and work with teacher on the carpet as concept is
introduced. (I do method)
I do, we do, you do format.
Small Group InstructionMath
During guided math, students will
meet with teacher during the
designated time to learn the
lesson at a pace and style that fits
their learning needs. (We do)
Small group lesson will take place
at the horseshoe table.
Students will work with teacher on
math worksheet by using
whiteboards and math
manipulatives.
Independent WorkMath
Students will rotate between the four
guided math centers. (You do)
Students will refer to Guided Math
bulletin board to see what they are
working on that day.
Board will clearly list each students'
rotation and what specific activities
they will be doing at each station.
Work will be placed in Guided Math
folder and handed in at the end of
the week.
Guided Math Expectations
Work on assigned center and activities.
Math manipulatives and supplies are
tools not toys.
Clean up area before transitioning to
new center
Math talk only
Voices stay at a whisper or partner
voice.
Guided Math and CentersIndependent Work
A small group and independent
work activity will be modeled and
explained; however, materials and
bins will also contain visual
schedules for students to
reference.
These visuals remind students of
directions and expectations,
which reduces off-task behavior due to uncertainty.
Whole Group Expectations
Whole Group ProceduresMirror
When teacher says mirror, students
will repeat what teacher says and
does.
Eyes are on teacher.
Voices and gestures are mirroring
the teacher's voice and gestures.
This uses a combination of
auditory, verbal, and kinesthetic
learning.
Whole Group a ProceduresPeer Teaching
Same concept as a Think, Pair,
Share.
Listen to teacher's directions about
which partner will teach first.
Turn and look at partner.
Teach partner topic being
discussed.
When teacher says switch, other
partner will teach.
Cooperative Learning Group
Expectations
Students will work in assigned area
with group.
Each student will share
responsibility and contribute to
group.
Students will use soft, partner
voices.
Students will think before speaking
to ensure what they are saying is
helpful and respectful.
Independent Work
Visual directions inform students
what to do during independent
work.
Directions will be provided in an
auditory, as well as, visual format for
learners.
Students can reference visual
directions throughout activity to
remind themselves of work
expectations.
Must Do and May Do
When students are finished with their
assigned work, they should consult the
must do and may do board.
This board can be adjusted
depending on classroom needs.
Students must complete all assigned
work first before they move on to the
may do activities.
May do activities can include reading
a book, flash cards, playing a math
game, finishing work in Ketchup
folder,etc.
Time Management
Timer will be projected during
independent center work and
cooperative learning to ensure
students can visually see how much
time they have to work and assist with
self-management.
Allows students to know when
transition will occur.
Teaching and
Enforcing the
Procedures
TEACHING AND
MANAGEMENT
Teaching the Procedures
Rules and procedures are taught and modeled from the first day of
school.
Teacher will explain each rule and choose students to model what it looks
like to follow each rule.
As procedures arise, teacher will explain the appropriate procedure and
have students model how the procedure looks, as well as why that specific
rules or procedure is in place.
Example: "We walk silently in the hall, because other classes are working and we
want to be respectful of them."
Enforcing the Procedures
Posters regarding classroom
procedures will be displayed
around the classroom to remind
students of classroom expectations.
Teacher will refer to poster and
specific expectations regularly to
remind students of what the
classroom should look like and sound like.
Wording is concise and simple.
Enforcing the ProceduresWhole Group
A whole group classroom
management plan
encourages positive behavior
and group effort. Students
are expected to self-regulate
themselves and act as a
positive role model for their
peers.
Brownie points and Teamwork
BINGO are two examples of
whole group management
plans.
Enforcing the Procedures Individual
An individual behavior plan will be put in place
for students not responding to Tier 1 methods.
When creating the individual behavior plan, the
student's targeted skills are explicitly stated and
goals are set.
The type of behavior plan is dependent on the
needs of the child. The student will choose the
reinforcer each day. The reinforcer may not be
the same every single day to avoid satiation.
The teacher will uphold the behavior plan with
fidelity.
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