Classroom Management Plan for Behavior Management in Education

This report details a comprehensive classroom management plan designed for EDUC267, focusing on behavioral and cognitive behavioral approaches. The plan addresses preventative strategies like creating a positive classroom climate and culture, as well as managing the physical environment and instructional practices. It also explores key intervention strategies, including the use of I-messages, response hierarchies, and restorative justice theory to address student behavior issues. The report emphasizes the importance of understanding teaching philosophies, student goals, and the impact of teacher-student relationships in fostering a supportive and effective learning environment. It references relevant literature to support the strategies presented.

Running Head: CLASSROOM MANAGEMENT PLAN 0
Classroom Management Plan
September 19
2019
Student’s Details

CLASSROOM MANAGEMENT PLAN 1
Contents
Teaching Philosophies.....................................................................................................................2
Preventative Strategies.....................................................................................................................2
Climate of classroom...................................................................................................................2
Culture of Classroom...................................................................................................................3
Physical environment of Classroom............................................................................................4
Instructional practice in Classroom..............................................................................................5
Key Interventions.............................................................................................................................5
I-Messages...................................................................................................................................6
Response Hierarchy.....................................................................................................................7
Restorative Justice Theory...........................................................................................................8
References List................................................................................................................................9

CLASSROOM MANAGEMENT PLAN 2
Teaching Philosophies
Managing the classroom is a challenging task for the teacher, but it can be made easy
through the class management plan. The primary objective of the teacher is to make full
development of the students. In today's age, it is becoming difficult for students to be focused not
only in the classroom but also in life. It is no longer an easy task to do everyday studies.
Classroom management plan measures should be adopted to motivate the students to achieve
good results in the classroom (Linn & Shepherd, 2014).
Philosophy is closely related to the personality of the teachers and their teaching
behavior. If people look carefully, they will find that they are not only a teacher but they are also
a philosopher themselves. The reason for this is that every teacher has an aim towards their life.
The teacher has some ideal values and beliefs whose greatness gives him unwavering faith.
While teaching, the teacher repeatedly throws light on those ideals and values so that the children
of the class have faith in their greatness and are ready to achieve them (Sayeski & Brown, 2011).
In this way, everybody can say that every teacher is a visual who by their philosophy continues
to influence the children of the class on foot. Since the teacher has an important place in the field
of education and in the teaching field, their philosophical ideology must have an impact on
different parts of teaching methods.
In other words, it is absolutely necessary to have conformity between the teacher's
thoughts and the needs of the students. In such a situation every teacher should increase their
teaching philosophy qualification so that they get knowledge of nature, life and God and their
social and moral qualities are developed in it. With the development of these qualities - teaching
is the soul of society which is given from one generation to another - the character will have
blossomed and its personality - will become so influential - that by coming into contact with it
the desirable development of the children's personality is sure to happen (Gann & Kunnavatana,
2016).

CLASSROOM MANAGEMENT PLAN 3
Preventative Strategies
Climate of classroom
Class climate means prevailing moods, behaviors, norms and tone that teacher and
students feel when they are in their class. If student and teacher feel hostile in the classroom then
it can called negative climate of classroom. A positive climate of classroom gives a safe,
respected, friendly and supportive feeling to the student as well as teacher. The positive climate
of the classroom is that class rules and standards and reinforces that clearly supports safe and
respectful behavior development. Classroom rules help teachers make learning environments
accessible, safe for their students (Mitchell & Bradshaw, 2013).
According to the Education department of NSW (1981), a positive climate of classroom
is “an atmosphere or aura that infuses a classroom as well as feelings caused by connections that
occur inside it”.
Positive peer relationships between students and teachers are promoted by the positive
climate of the classroom (Garrett T. , 2014). To promote these relationships and develop, the
teacher can apply various ways:
 Create planned activities to promote positive relationships and positive interactions.
These can be long haul activities, or short and basic games intended for students or
learners to become more acquainted with one another better.
 Focus on the social mobility of class. The teacher must ensure that students are making
friends in classroom or not. Get an interview to identify students who have strong or
weak social ties. It can also refer to the arrangement of seat which can guide decision
grouping and coupling and can help students make new friends.
Culture of Classroom
Culture of the classroom creates an environment in which students feel safe and
independent. It should be a place where everyone accepts everything. Students should be
comfortable with what they feel, and teachers should be willing to help improve learning.
Supervising the entire class contribution to promote positive behavior and allow minimum
disengagement in the classroom (Brackett, Reyes, Rivers, Elberston, & Salovery, 2011).

CLASSROOM MANAGEMENT PLAN 4
It is also an opportunity for students to learn various experiences and perspectives of
others. In order to create a learning environment, teachers are being prepared for students to
thrive experiences effectively.
Teachers can show the identity of students in life and in various ways. Some such times
are small, as young to learn families or to get right in the name of each student. Others require
more time and investment to include responses such as the identification of personal stories
around or the study of texts. At the level of the European Union, the region's demographics, it is
important to understand the strengths, concerns, conflicts, and challenges. To students, these
dynamics are often subject to change (Chandra, 2015).
The physical environment of the Classroom
To manage the classroom ineffective way, seating arrangement is very important. Not
only seating arrangements, but floor space and wall space also impact the teaching behavior of
teacher and student. Physical systems include furniture, teacher desks, student desks, extra work
desks, bookshelves, and workstations. The floor design should consider students' proximity to
the flow of traffic in the classroom and facilitate visual and black / whiteboards and access to
teachers. Preparation of physical space in the classroom and provide safety for students and
teachers should improve efficiency and access. The class is decorated with artwork of many
students. Decorate classroom, which is defined by the teacher, attractive, interesting and
organized (Scheerens, 2016).
The decoration is a bulletin board, and educational materials and objectives, supporting
the objectives of the course. Presentation of material on the wall or screen should be conducted
to promote education and formation of students. The walls must be disorderly or highly
decorated. The walls are visible; those who see it should be respected (D. , 2017).
To design the physical environment of the classroom, make sure to consider following
points:
 Arrange storage and proper performance for the implementation of the program for the
different age groups.
 This is to ensure proper furniture and in good condition.
 Manage the number of consultants or tables required.

CLASSROOM MANAGEMENT PLAN 5
 Clean the barriers to the exit and be open and welcoming.
 Depending on the quality level of the students, a display table should be designated as the
calendar card (Eisenman, Edwards, & Cushman, 2015).
Instructional practice in Classroom
The class is a dynamic environment that brings students from different backgrounds
together with merit and personality. So, being an effective teacher, there is a need for the
implementation of innovative and creative learning strategies to meet the individual needs of the
students. Teachers should allocate tasks according to the students' abilities so that no one leaves
behind and their teaching style should be different. Means for assigning classes of activities
based on student unique learning needs and struggling to obtain adequate support are extended to
people with higher education abilities (Powell & Powell, 2010).
Real-world with visual and practical learning experiences, giving life to dull academic
concepts with interactive whiteboard for students that helps them to learn how to apply their
photographic understanding of demonstration, e.g. audio and video clips Includes real-world
student access and classroom experiences to get encouraged outside their seats. Expressing the
student's self-confidence by verbally mastering others to address and develop their ideas, as well
as improving their communication skills and critical thinking are important throughout life
(Koschmann, 2011).
Key Interventions
Intervention is a term which refers to the way to establish behavior limitations in the
classroom as well as support the requirements and needs for the students to behave well. Rogers
(2007) defined that, it is important for the teacher to understand the reason behind the behavior
of the student and at time of executing the actions to deal with wrong or incorrect behavior of
student, teacher must keep the feelings of students in mind.
For a teacher, it is important to identify the students’ goals which they are trying to
achieve by their actions. The common goals of students’ misbehavior are gain power, seek
attention, revenge and avoid failure (Garrett & Farrell, 2015).

CLASSROOM MANAGEMENT PLAN 6
The following table will describe how students behave to achieve goals.
Student Goals Behavior
Student 1 Gain power  Try to take control of
other students.
 Being the child who
can empower over
others.
 Feels the important
part of a class only at
the time of controlling
other students.
Student 2 Seeking attention  At home feels lack of
attention.
 Doing some irrelevant
actions to gain
attention.
 Disturb everyone to
seek attention
Student 3 Seek revenge  Make disturbance in
the classroom
 Put illogical questions
to the teacher
 Damage the important
things in the classroom
I-Messages
To handle this type of students’ behavior, teacher can make a different type of effective
strategies. Gordan (1974) described that use of I-message strategy in the classroom is very
effective to handle such behaviors.

CLASSROOM MANAGEMENT PLAN 7
I-message is a method by which, to emphasize how to change undesirable behavior. The
message of anxiety and care is found in the I-message. If I-message is to be used in relationships
then it is useful between teacher and students but it is necessary that there should be a good
relationship between them. If the two do not have a good relationship, then I-message will not be
understood by the student or the student willfully ignore it, so the I-message is based on the
foundation of the relationship (Reynolds, 2019).
I-message is used by the teacher to teach children. So I-message is a way or tool to teach
children how to express their emotions correctly and effectively. Teachers are the means by
which children learn the art of connecting their emotions with behavior. It is also a tool to show
confidence for the child's ability to change their behavior. In addition, i-messages depend on the
need for the child to be accepted by the adults with whom he or she has a caring relationship.
When children are told about I-messages, they respond in different ways. If the strict attitude is
adopted at home with the child, then this I-message way is not strongly effective. On the other
hand, if his/her parents are too conservative, his/her empathy or sense of responsibility may not
develop so that he/she is motivated to react.
Response Hierarchy
Research has shown that sometimes warnings and threats to a student can impact their
behavior in a negative way instead of reducing it. To handle such situation, follow the response
hierarchy is a good idea for the teacher. The teacher can follow the following table on the basis
of level of student bad behavior in the class:
Low Medium High
 Use I- messages
 Make Eye-contact with
the student
 Naming
 Hand Signals
 Offer choices
 Give instructions face
to face
 Discuss the problems
 Remind the rules of
class and school
 Take interview of
parents
 Refer to the principal
or higher authority
Dreikurs, Grunwald & Pepper (1998) in the research, explained that the result should be
in a calm manner and accelerated by teachers. This is because students do not interpret results as
a punishment.

CLASSROOM MANAGEMENT PLAN 8
Restorative Justice Theory
It is another strategy which is useful to handle bad behavior of the student. Schools
involved in many of the benefits of using this model, in which increased student attendance in
the classroom, reduced intervention and even reduced bullying (Vaandering, 2016).
Discipline models of Restorative justice classroom effectively decrease the bad behavior and
promote social basic education, emotional and civic. Restorative justice efforts promote learning
and include:
• Community room cooperative and solidarity, a culture of shared respect;
• Focus is on behaving as a student, not as a bad choice;
• Use the primary intervention model with traditional/punitive as well as past/station
restrictive measures;
• Students see how their actions work for others.

CLASSROOM MANAGEMENT PLAN 9
References List
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elberston, N. A., & Salovery, P. (2011). Classroom
emotional climate, teacher affiliation, and student conduct. Journal of Classroom
Interaction, 46(1), 27-36.
Chandra, R. (2015). Classroom Management for Effective Teaching. International Journal of
Education and Psychological Research, 4(4).
D. , T. W. (2017). Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. New York:
W. W. Norton & Company.
Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing Reality to Classroom
Management in Teacher Education. Professional Educator, 39(1).
Gann, C. J., & Kunnavatana, S. S. (2016). A Preliminary Study in Applying the Function-Based
Intervention Decision Model in Consultation to Increase Treatment Integrity. Education
and Treatment of Children, 39(4), 445.
Garrett, & Farrell, T. (2015). MISCONCEPTIONS AND GOALS OF Classroom Management.
The education digest, 80(5), 45-49.
Garrett, T. (2014). Effective Classroom Management: The Essentials. New York: Teachers
College Press.
Koschmann, T. (2011). Theories of Learning and Studies of Instructional Practice. Berlin:
Springer Science & Business Media.
Linn, D., & Shepherd, T. L. (2014). Behavior and Classroom Management in the Multicultural
Classroom: Proactive, Active, and Reactive Strategies. California: SAGE Publications.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student
perceptions of school climate: The role of classroom management and exclusionary
discipline strategies. Journal of School Psychology, 51(5), 599-610.

CLASSROOM MANAGEMENT PLAN 10
Powell, R. G., & Powell, D. L. (2010). Classroom Communication and Diversity: Enhancing
Instructional Practice. Abingdon-on-Thames: Routledge.
Reynolds, E. (2019, September 22). The Magical I-Message. Retrieved September 22, 2019,
from Earlychildhoodnews:
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=101
Sayeski, K. L., & Brown, M. R. (2011). Developing a Classroom Management Plan Using a
Tiered Approach. Teaching Exceptional Children, 44(11), 8-17.
Scheerens, J. (2016). Educational Effectiveness and Ineffectiveness. Dordrecht: Springer.
Vaandering, D. (2016). The Little Book of Restorative Justice in Education: Fostering
Responsibility, Healing, and Hope in Schools. New York: Simon and Schuster.