Classroom Management Plan
March 5, 2007
Algebra II – Trig:
This course goes from 7:20am – 8:15am every day, so there is little time each day to get
the students focused and ready to learn. This class also covers both Algebra II and
Trigonometry, so the pacing guide does not have much spare time, which means the
students constantly need to be on task from bell to bell and up with their work on a daily
basis. There is also a high need for organization and understanding since the students
will be taking a SOL test for this class in the spring.
This class is in the middle of the building (B-Hall), so there is substantial time for
students to make it to the class from either side of the building on time. For the most
part, the classroom is standard compared to all other classrooms. There is a wall with a
pair of windows, two adjacent walls with chalk boards and a wall with bulletin boards.
As far as equipment is concerned, there is a TV, Overhead, projection screen, two tables,
30 standing desks and 30 chairs to accompany them. Specific to the course, there are 29
calculators as well as about 20 mini whiteboards for the students to use that come with
markers and erasers. There needs to be ways to make sure that all of these items are
properly cared for (i.e. not lost or stolen). Also, the only storage places for the class are
in a set of file cabinets that cannot always be locked. Finally, there is a phone near the
door that can connect to anywhere in the school. For example, if the teacher has to call
an administrator or another teacher, they can if necessary.
School Code of Conduct:
If a student violates the Code of Conduct, the student will be reprimanded by the
administration. These are a few of the main rules that will apply to my classroom that are
in the school Code of Conduct:
1. Absence – students are allowed 6 unexcused absences, at which point the school
will take action based on Virginia State Law
a. Tardiness – students are allowed one unexcused tardy, after which they be
disciplined according to a ‘schedule’ (attached)
b. Make-Up Work – students are given a chance to make up work, but it is
the student’s responsibility to get the work and turn it in
2. Unauthorized Activities – Students are not allowed to eat or drink I classrooms
and are not allowed to buy or sell items to other students
3. Medication – students are not allowed to transport prescription or non-
prescription medications (need nurse)
4. Dress Code – Students are not allowed to dress in a disruptive manner. Students
will be sent to the office if their clothing is believed to disrupt the learning
5. Personal Property – Students are not allowed to have any item that will disrupt the
learning environment (i.e. radios, toys, etc)
a. Cell Phones – High school students are allowed to have cell phones but
they must be off and not in sight during school hours. Student cell phones
will be taken away for two weeks if they are disruptive.
6. Misrepresentation – Lying and cheating will not be tolerated.
7. Disrespect – Students will not walk away from staff or talk back to staff in an
8. Insubordination – Failure to do work or follow instruction will be taken care of on
a case by case basis.
9. Disruption – any action, such as horseplay, talking and harassing, can result in a
conference and could eventually lead to expulsion
Also worth noting, there are resource officers posted in each hall so that if there are any
problems, the officer will be on call to help any staff members. Also, teachers are willing
to work as ‘buddies’ in that they will take a disruptive student if it becomes necessary.
I intend to work with a positive classroom climate that is directed partially towards group
learning and partially towards interactive instruction. This means that I am going to have
the desks in a way that is either already grouped or easily grouped. Also, I am going to
need to base my policies and lessons to involve student interaction.
On top of the positive climate, I want to be able to develop a relationship with the
students so that there becomes a trust. During classroom time I feel that I will be very
calm and patient towards the students, which should help provide the climate that I am
looking to maintain.
The idea of having a classroom management plan is to provide a direction for the teacher.
This plan is made so that there can be a safe and efficient learning environment. The plan
may deviate from class to class, but the idea is to have a solid foundation so that the
students understand the intent of the teacher and the classroom.
This plan is not intended to punish behavioral problems. Instead, this plan will attempt to
prevent problems before they start and provide the class with interesting and goal-
oriented instruction. If necessary, however, the plan has contingencies for misbehavior.
The classroom is set in a fairly traditional arrangement. There are 30 desks set in six
rows and five columns, all facing the same board. There is a window on one side of them
and another blackboard on the other side. The instruction generally occurs in the front of
the room, while assignments and answers to homework will be put up on the side board
so that they may stay there the entire class.
The reason the students are facing this board is because the room is not as ‘deep’
if they face in this direction. That is to say students who sit in the back will have less of a
problem seeing the board or staying involved with instruction. The desks have two
separate parts: a standing desk and a chair. If there group activities planned for
instructions, the students are easily paired with the person next to them.
When the students walk in the room, the first thing they will see is the teacher’s
desk. This way I can greet them from the desk as they walk in if I am not greeting them
at the door. Behind the teacher’s desk is the set of cabinets that I use to put calculators,
assignments, tests and other confidential information/school materials. This way I
always have complete control of what is in the cabinets and who gets what. So if a
student needs a calculator or make-up work, then I can easily access it and provide the
student with what they need.
Finally, there are posters around the room with creative pictures and slogans –
most of which are relevant to math. One of the more important posters is a ‘Math Power
Words’ poster that has a list of words that are frequently used in math. Also, there are
many posters relevant to trigonometry, which is what I will mostly be teaching for the 10
weeks that I have classes. This allows students to refresh their memories and reinforce
concepts covered in the curriculum.
Rules and Daily Procedures:
There are not many rules that need to be laid down for the Algebra II – Trig class since it
is not a lab. Also, the school covers a lot of the necessary regulations as far as student
focus and behavior are concerned. So, if I were to make too many rules, it would just
complicate things. This is recommended by the book as well, so I have come up with a
set of 4 rules with rationale:
1. Be prepared and ready when the bell rings.
This will allow the class to get under way immediately. Since the class is so short, there
is not much time to waste on getting out paper, books, etc. There is a little leeway,
however, since there is a moment of silence, morning announcements and the pledge of
allegiance. Students will be expected to bring all the necessary tools to class, though it
will be written on the board every day whether or not they will need their books. Other
supplies, like calculators, will be provided during class. There is also an exchange policy
for pencils. Since math requires pencil, the student can change a pen for a pencil so that
the class supply does not diminish.
2. Be respectful and polite to all people
In math, there are a lot of students who do not catch on when other students think the idea
is simple. This causes a lot of students to refrain from asking questions for fear of being
laughed at, causing the student to not know what he/she is doing. If a student then starts
falling behind, there become behavioral problems because the student is bored. As
simple as this rule may be, this simple gesture to other students can be the difference
between a comfortable, friendly classroom and one that judges and teases, making it hard
for some students to learn.
Unlike the book, I feel that this includes staying seated and listening when
someone else is talking in the classroom. All too often students try to sharpen pencils,
throw away trash, etc. in the middle of class or discussion. This takes away from the
instruction/discussion all too many times. Therefore, I have decided to use this rule to
cover all these bases that can apply during group activities or regular instruction.
3. Turn in work on time.
The initial idea was that students cannot turn in late work. I have revised this to the idea
that it is highly recommended for students to turn in work on time, but late work will be
accepted for a severely reduced grade. This way students are still motivated enough to
turn in late work to change their grade. This could help a student’s grade in the short run,
but would also help the student understanding of a concept in the long run. If the student
had not done the work at all, they would have a lower chance of understanding the
4. Obey School Rules
This is a simple rule, but makes sure the students still know that the school rules are still
active in the classroom setting and not just in the halls of the school. This basically
covers all other problems that might occur in the classroom.
Strategies for Responding to Student Behavior (including chronic behavior problems):
I plan to be very straight forward with my students as far as my expectations are
concerned, this way they are not boggled every time they get an assignment or a grade.
This is part of the simple, laid back atmosphere that the classroom will provide – no
unnecessary stress over ambiguous assignments. There will also be side activities that
students can perform or participate in that will provide them with the opportunity to get
homework passes or extra credit points. This will not be used that often and will require
work to complete, but the students should come out of the activities with a stronger
understanding of the ideas.
Hopefully, this will also show the students that I want them to work hard, but that
I also want them to perform well in the class. I also plan to show this by helping students
after school and during class. With the extra help and support, the students should feel
comfortable in class, which make math a positive experience for many students.
Teachers should always anticipate some sort of mishap during the course of a year
in a high school course. This is why I have created a philosophy towards general
disturbances that can occur frequently. I plan to use a mix of passive and active
discipline. For example, if students are talking I can use proximity or eye contact to let
them know that they should not be doing what they are doing.
But if a student is not doing work, however, I am willing to go over and talk to the
student and first find out why the student is not doing work and then encourage the
student to do the required work. Also, if the passive discipline does not work, then I am
willing to tell the student why what he is doing wrong and help him correct his behavior.
If I get to know my students I will hopefully understand them and know how to work
with them better. But, there is a degree of with-it-ness that I must maintain in order to
keep these ideas and policies consistent.
I do not like the idea of writing students up, but if I have to, then I will set an
example to show the class that I am not a push-over. The system that I plan to use in the
classroom is a sort of step system (mostly for chronic behavior) where I will go step by
step through the hierarchy until the problem is finally resolved. First, I will use the
passive discipline or tell the student what he is doing wrong.
If this does not immediately stop the problem, or the student continues later, then
I will send the child to a buddy teacher and hold a conference with the student once the
child has calmed down or the rest of the class has been taken care of. During this
conference I can discuss the issue with the student and try to work to a conclusion that
will benefit both of us. This can lead to a contract between the student and the teacher
that the parent would sign or a simple social agreement.
A conference will be held with the parent and the student if the problem persists
in the classroom. Sometimes parent intervention is necessary in correcting a child’s
behavior. I hope that with support from the parents, the student misbehavior will cease
and the student can regain focus in the classroom. If not, however, the student will be
assigned detention or some other school-based consequence.
The one good thing about Woodside High School is that there is tremendous
support from the administration. Most of the staff loves the administration because they
help take care of significant problems that would otherwise take unnecessary class time
or cause undue stress to the teachers. With their backing, I feel that almost any problem
that will occur in my classroom can be resolved as quickly as possible. But, this will,
hopefully, not be necessary.
First Day Plan:
One thing that I regret about my situation as a student teacher is that I do not have
adequate time to get to know the students on the first day I teach. The pacing guide for
Algebra II – Trig is a very fast one that gives little room for play, so to speak. Therefore,
I plan to meet the students at the door before class starts. Once class starts, we will
discuss some of my policies fairly briefly and I will explain what I expect from the
students over my tenure. Not much will change from the rules my cooperating teacher
has set forth, but it is still necessary to go over some of the ideas again.
From this point I will start the new lesson on arithmetic sequences. The lesson
will start out with a bit of a discussion about the section they read in the book, which will
turn into a lecture. I will explain many of the ideas to the students as they work out
examples on their own and provide feedback throughout.
Towards the end of the lecture, the students will get into groups and each group
will be given a whiteboard, marker and eraser. The students will define an arithmetic
sequence that they will give to their partner to solve and vice versa. Hopefully, this will
cause the students to challenge each other, increasing their knowledge on arithmetic
After the activity is over, the students will be given a homework assignment to
work on before the next class. If there is time left I will go around the class and talk to
the students and answer any questions that they might have on the day’s lesson. Once the
bell rings to leave I will stand at the door and bid them all goodbye. At this point, I will
get everything ready for the next lesson (if it is not already) and then greet the next class
at the door. Greeting and saying goodbye at the door is said to be one of the best ways to
develop good rapport with the students, so this will become a daily affair.