Classroom Management Plan

Lisa JohnsonEDCI 553

Montana State UniversityNorthern Plains Transition to Teaching

Teacher Attitude and ExpectationsDisplay an enthusiasm for my subject area in

general and the daily concepts in particular.Treat each student as a human being rather

than a number or seat in the classroom. Know what stages of cognitive and emotional

development my students should be in. Acknowledge that all students are capable of

learning to the best of their ability.

Teacher Attitude and ExpectationsPractice the technique of Normalizing Errors

(Lemov, 2010, p. 221)

“Getting it wrong and then getting it right is one of the fundamental processes for schooling. Respond to both parts of this sequence, the wrong and the right, as completely normal.”

Doug Lemov

Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Knowing My Students

“The quality of the relationships teachers have with students is the key-stone of effective management and perhaps even the entirety of teaching.”

Robert Marzano

The Art and Science of Teaching

Knowing My StudentsAt the beginning of the year, use an interest

inventory to obtain information about each student, such as extracurricular activities, hobbies, family life.

Be familiar with the local culture of students Speak with students about their interests at

appropriate times.When possible, attend student events outside

of school. Let student know to expect me—and follow through!

Establishing a Positive Learning EnvironmentRemind students that their best is expected

every day.Create a safe environment for students to

work, learn, and grow. Remember that learning is not about me and

how I feel from day to day. It is about the students.

Engaging MaterialsBe enthusiastic about learning and teaching!Make the material accessible to students by

connecting it to previously taught material.Use hands-on and discovery activities as

often as possible. Use physical movement

Scavenger hunts that allow students to move around the room

Function charades where students model functions using their bodies

RoutinesStudents are greeted at the door before

entering the classroom. Students should check the board at the front

of the room for a list of materials and special instructions for the day.

Homework should be placed in the colored folders in the appropriate class period wall bin.

Homework Turn-In RoutineSometimes, students will turn in more than one

assignment or activity during the class period. Colored folders help keep the students and teacher organized.

Check the legend above the wall bins.Place assignments in the correct folder.Return to seat and begin warm-up.

Make-up WorkIf a student is absent, it is his or her

responsibility to complete the make-up work following the time-line established by the schools. Exceptions can be made depending on circumstances.

Make-up work and notes are stored in dated folders on a table near the door.

All students have access to these folders and can also find worksheets they have misplaced.

RulesWe will follow the rules outlined in the

student handbook.We will always remember to treat everyone

with the courtesy and respect with which we would like to be treated.

Students are expected to be in their assigned seats, materials ready, when the bell rings.

Use your passing period to take care of your personal needs.

Behavior PlanPractice Emotional Constancy (Lemov, 2010, p.

219)

“Success is in the long run about a student’s consistent relationship with productive behaviors.”

Doug Lemov

Teach Like a Champion: 49 Techniques That Put Students on the Path to College

Behavior PlanOrganize the classroom for effective teaching

and learning. Go over the classroom rules and procedures

with the students. Invite student input for effective procedures.

Revisit and revise the rules and procedures throughout the year as needed.

Be With-It (Marzano, 2007, p. 140)

Behavior Plan: Intervention• Use verbal and nonverbal acknowledgement

of behavior.• Use graduated actions:

• Look at the suspected students.• Move in the direction of the students.• If necessary, stop class and confront the behavior.

•Have a student conference to discuss the behavior(s)•Parent contact•Referral to administration.

Behavior Plan: High-Intensity SituationsRecognize the student is out of control.Step back and calm myself. Make sure other students are not in

immediate danger. Evacuate students as necessary.

Send the student for an administrator. Listen actively to the student and plan action

to diffuse the situation. (Marzano, 2007)

ReferencesLemov, Doug (2010). Teach like a champion:

49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

Marzano, Robert (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development