Classroom Management Plan: Philosophy, Rules, and Procedures

This report presents a comprehensive classroom management plan based on the author's teaching philosophy, which uses an Air Traffic Controller analogy to guide student behavior. It outlines classroom rules, seating arrangements (including teacher-centered and learner-centered approaches like clusters and horseshoe/U-shape), and detailed routines and procedures for various classroom activities such as entering class, getting assistance, and transitions. The plan emphasizes the importance of explicit instructions, differentiation for diverse learners, and communication with parents. It details procedures for encouraging positive behavior through positive reinforcement techniques like rewards and a points system, and strategies for discouraging negative behavior, such as understanding the root causes of misbehavior and maintaining consistency. The report underscores the need for teachers to adapt their strategies to meet the diverse needs of their students and create a supportive learning environment. The plan is aligned with Assertive Discipline principles and highlights the importance of building positive relationships with students. This document is a classroom management plan for teachers.

RUNNING HEAD: Classroom Management Plan
Classroom Management Plan

Classroom Management Plan
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Classroom Management Plan:
My Philosophy:
Classroom management is an important aspect of classroom learning. Without classroom
management, learning is not possible. After my placement in teaching sector, I realised that
learning is possible only in an environment which has defined set of rules.
My philosophy is to use an Air Traffic Controller analogy to guide the students. An Air
Traffic controller provides directions to the pilots and guides them in flight. The controller is
also responsible for providing intervals between departing and arriving aircrafts at the airport
and is responsible for the flights. In short, they lead the aircrafts all the way through and
ensure safe and efficient movement throughout the aircrafts journey in air as well as on land.
Teachers are akin to air traffic controllers as they are responsible for controlling the
classroom. They are also responsible for the learning of students in the classroom and ensures
safety in their movement from one class room to another. Teachers lead the students
throughout the day in the school (Mundschenk, Miner & Nastally, 2011).
Classroom Management becomes easy by following the air traffic controller analogy. Air
Traffic controllers set clear limits on what pilots can and cannot do. Setting rules for students
is also crucial to manage a classroom as it can prevent unwanted behaviour. One example is
setting rules for toilet break (only one student at a time) can prevent students wandering out
of the classroom in groups. Another example of setting rules can be controlling movement of
the students in classroom. This can be done by instructing students to stay within their space,
like aircrafts on their path, by way of marking every student’s space with coloured tape. They
will need permission for going out of the tape but can move around within the tape
(Mundschenk, Miner & Nastally, 2011).
Air traffic controller analogy not only helps in making rules for everything but also in
improving learning experience. Like pilot uses both instrument’s reading and feedback from
the air traffic controller, teachers should also use different communication ways i.e. reading,
writing, giving visual signs and prompts to enhance learning. While presenting written
material, teachers need to read it aloud so that all students can easily gain understanding.
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Visual signs help teachers to know that students have accomplished the task or have
understood the content. Whereas visual prompts are given to students to make them continue
the task. One way of doing it is by circulating it around the classroom and acknowledging
students efforts by making a line with coloured ink under the last bit of work they have done.
It can also be done by pointing or nodding where required for providing a clue to the
students, etc. (Mundschenk, Miner & Nastally, 2011).
My classroom management policy is based on air traffic controller analogy because it grants
the control of the classroom to the teacher which is necessary for improving academic
outcomes. As Air traffic controllers guide the pilots for safe flights, classroom teachers guide
students in order to promote learning (Mundschenk, Miner & Nastally, 2011).
My philosophy is closely aligned with Assertive Discipline (AD) (Lee and Marlene canter)
because I believe that assertive discipline i.e. establishing a set of rules (discipline
plan) is necessary for maintaing order and facilitating teaching and learning practices. Wood,
Hodges & Aljunied, 1996 stated that AD trained teachers makes the use of positive
recognition more often and in greater number of times as compared to the non- AD trained
teachers..
My Classroom Rules:
1. Listen to the teacher carefully
2. Follow teacher’s instructions
3. Complete your classwork and homework
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4. Raise your hand for answering questions
5. Enter and exit the classroom quietly
Classroom Arrangement:
Classroom seating arrangement can be done many ways. As a science teacher, I would need
both teacher centred seating arrangement and learner centred arrangement. Teacher centred
seating arrangement will allow me to give lecture and make demonstrations in open area
while learner centred arrangement will enable students to discuss and work in groups.
These two seating arrangements would best fit my expectations ("Effective Classroom
Seating Arrangements", 2015)
Seating arrangement for students working in the groups:
Clusters: This type of seating arrangement is learner-centred and good for small groups for
all class sizes.
I like this classroom setting because it encourages greater interactions between the students
and creates personal and safe environment for pupils to convey their ideas. It also promotes
teamwork and co-operation between students. This classroom setting develops reflection,
problem solving skills, communication skills and social skills in students (Wood, Hodges &
Aljunied, 1996). I also find this classroom arrangement useful for the management of
classroom.
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Created using: http://classroom.4teachers.org/
However, this seating arrangement is not useful for all classes as it may result in increased
noise level and decreased productivity. It may also reduce individual accountability. For
example, the assessment of level of understanding of the students becomes difficult because
some students do not perform well in comparison of others.
I would use this style interchangeably with another style (Horseshoe/U-shape) which focuses
more on individual students and class work.
Horseshoe/U-Shape: This is teacher and learner centred seating arrangement. This set up is
for small to medium, lecture and discussion-based classes. I prefer this style because it allows
easy interaction with all the students. Furthermore, it encourages discussion and participation
in the classroom and increases connection between pupils and teachers. It also offers large
open area for presentations and demonstrations and is thereby suitable for a science class. I
also find this classroom arrangement good for the purpose of managing the students as it
allows the teacher to approach students easily.
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Horse shoe or U-shape Created using: http://classroom.4teachers.org/
Routine/ Procedures Expected Students’ Behaviour
Entering Class 1. Enter quietly
2. Once you enter the room, do not exit
the room without permission
3. Go directly to your seat
Getting Assistance Ask your teacher by raising your hand if
assistance needed in the classroom.
Sharpening Pencil Sharpen your pencil before entering the
classroom and when teacher has finished
giving instructions and put all the waste in
dustbin.
Distributing worksheets/papers Worksheets/papers are to be distributed by
the teachers themselves or by one of the
student when asked to do so.
Marking note-books/papers Complete all worksheets and glue them in
note-books. Complete all notes every day.
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Working with peers/ in a group Respect your peers. While working in
groups assist the members of such group.
Transitions Students can ask questions or do as
instructed by their teacher in transitions.
Class dismissal Students are required to note homework in
notebooks, pack their bags, throw all the
waste in dustbin and leave the classroom
quietly.
Teacher Routines and Procedures:
Greeting Students
Beginning Instructions Teachers begin with oral and written
instructions.
Giving Directions to students Teachers use gestures/voice for giving
directions.
Feedback on tasks Type of feedback given depends on the type
of task. Feedback can be oral, written,
formal or informal.
Marking the task Marking is done according to marking
criteria.
Instructional/ lesson planning Lesson plan is crucial part of every lesson.
Lessons should be planned days before with
back plan always in mind.
Lesson Plan Format Every lesson should begin with a “hook” in
order to get students’ attention. Hook should
begin with objectives followed by body of
the lesson.
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Body of the lesson has to be such where
teacher gives instructions and has planned
activities for students.
Lesson ends with conclusion.
This is the basic format however in the
classroom teachers can make required
changes to the lesson according to the
situation or students’ engagement. Planning
a lesson is a theoretical component which
ensures that taches knows what they are
required to do. However, delivering a lesson
involves a lot more than just theory such as
teacher has to act and seem as excited as
students for learning the new concept. This
is necessary for creating excitement among
the students for the topic. Thus, delivering a
lesson is a skill which is developed with
experience.
Instructional Technique A good lesson should have explicit
instructions provided both orally and in
writing.
General routine and procedures
Working with students of diverse abilities Differentiation is the key to teach students
with diverse abilities. Differentiate each
activity according to the level and interest of
the students for creating a successful
environment in the classroom.
Working with students belonging to diverse
backgrounds
A teacher should use culture sensitive
language and gestures while working with
diverse group of students.
Communication with parents Teachers should communicate with parents
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with the help of written reports. Any
suspected behaviour should be reported to
parents on time.
Procedures for encouraging positive behaviour:
Positive reinforcement is the key to encourage positive behaviour. It can be encouraged using
a number of Principles. I believe in assertive discipline (Lee & Marlene canter) and in
following methods for encouraging positive behaviour.
 First establish order in class for maintaining good teaching and learning environment
which in turn will encourage the students to learn.
 Explain and teach the discipline plan and rules that involve positive and negative
consequence for compliance or non-compliance. It is important that teacher considers
positive consequence and enforce them in class every day for encouraging positive
behaviour. Pointing negative behaviour does not encourage positive behaviour
however pointing positive behaviour does. Thus, always give rewards for positive
behaviour for reducing negative behaviour. This can be done using various methods
such as:
1. Smiling and sad faces on the board and writing names under both faces.
2. Rewards for short term positive behaviour such as free time or allowing to leave
the class first.
3. Rewarding well behaved students with lollies or stationery.
4. Having points system, points can be awarded in groups or to the individual
students and announcing as rewards such as, X and Y has earned rewards for XYZ
activity or behaviour. Rewarding points in groups is beneficial for teacher as
students in group try to control behaviour of disturbing elements of the group.
Teacher can also make mixed group of students with good and bad behaviour for
having better control of the classroom.
5. Another important method to encourage positive behaviour is getting to know the
students and building positive relationship by communicating with them and
knowing their interests. Students respect the teachers who genuinely care for them
and behave positively in the classroom.
6. Never ever get angry or shout in the classroom for encouraging positive
behaviour. Students try to annoy their teachers as it is a fun activity for them.
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They act more rowdy once teachers start shouting. Thus, no matter what happens
teachers need to maintain their cool and deal with situation calmly as this impacts
the students in good way and results in positive behaviour.
7. Seating plan also helps to have positive behaviour in classroom by separating
trouble making kids and arranging them with good behaviour kids. However,
always recognise good kids in the class by writing their names under smiling face
or providing them rewards or points and this is really important for maintaining
their good behaviour. In this way, they will not learn bad habits or behaviour from
other kids. This is my personal experience in the classroom.
To conclude, every classroom is different and so as every student. The methods need to be
applied in the classroom and in case they does not work, teachers can switch to other methods
because every method does not work for all students. Thus, teachers need to find out the
methods which can result in the success of the students in the classroom.
Procedures for discouraging problem/negative behaviour:
The teachers will encourage positive behaviour by using various ways as discussed in
previous paragraph and negative behaviour will be discouraged. Some other methods are
discussed as below:
 Try to understand the cause of negative behaviour. Some students misbehave because
for attracting teacher’s attention. Thus, giving them attention for good behaviour and
ignoring the bad behaviour would help.
 Be consistent i.e. sticking to the rules and procedures and applying them is a good
way to diffuse negative behaviour.
 Using proximity i.e. moving closer to the problematic student can help.
 Reinforcing desired behaviour – when a student goes off task or off behaviour remind
him/her of the desired behaviour, that would help the student to get back to the right
activity or behaviour.
 Giving the students a choice is helpful in directing them towards right behaviour.
Students can be asked to behave appropriately or get prepared for the consequences
such as if a student does not clean the practical area after finishing the practical can be
asked to choose between cleaning the area or staying after class until the area is
cleaned.
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 Withholding the desired activity or privilege is also a way to encourage positive
behaviour and discourage negative behaviour. Such as when working in groups
chosen by students, teachers can change the group of students until they behave in a
correct manner.
 Using 1-message is an effective way to control problematic behaviour. I- message
involves communicating the problem with the behaviour of students and how it is
affecting the classroom. For example: if a student is making noise while teacher is
giving instruction then the teacher might say, “The noise is interrupting the lesson and
is making me frustrated.” The purpose of I-message is to communicate to the student
that why his behaviour is problematic.
Therefore, it can be concluded that encouraging good behaviour will diffuse
negative/problematic behaviour.
Emergency procedures for severe problematic behaviour:
Some students might not respond to either the encouragement of positive behaviour and
discouragement of negative behaviour methods. Teacher here needs to apply emergency
procedures for such students. The emergency procedures are as follow:
Isolate the student: if nothing works, separating the student from the whole class is first step
to make student think about his choices. Student can be given theory work if removed from
practical or can continue doing work if direct instructions are given. Keep in mind for
providing ways in order to participate back in the classroom.
Assign detention: Assigning lunch break or recess detention is also a way for guiding the
behaviour of students in the classroom. An advantage of giving detention is that students hate
it and want to avoid it at any cost. Detention can be around 10-15 minutes for not so severe
behaviours. Detention also gives time to teacher to communicate with the student and ask for
the solution to his problematic behaviour.
The disadvantage of detention is that it waste the time of teacher’s time as well. For example:
if it is lunch or recess detention then teacher must also stay with the student during the
detention time. Another problem is that student might run after class to avoid the detention
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thus there has to be consequence if that happens such as doubling the detention. This is only
possible if appropriate records are kept. Also additional time would be required to deal with
such issues. Sometimes for ensuring that students come to detention, a teacher has to find out
their classroom before lunch break or recess and wait outside to get the student/students.
Detention is a good strategy however it wastes teacher’s time. Teachers has to be consistent
with detention for ensuring that it is working properly.
Referral to the school office: In some schools, referral to school office is made for
extremely problematic cases such as insulting or not obeying the teacher or consistently
misbehaving. School office then puts the name of student on a card and ask each teacher to
rate the behaviour after each class. If the student gets bad rating from most of the teachers
then deputy principal and parent meeting is organised. If this does not resolve the issue then
student might be suspended for some days. After suspension, again a behaviour card is issued
to see improvement in behaviour. Students want to avoid getting referred to the office
because of the involvement of parents and deputy principal. This should be used in extreme
cases or it will lose its effectiveness.
To conclude, following table provides general steps that are involved in managing
problematic behaviour.
(Emmer & Evertson, 2012)
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