Classroom Management Plan
Each classroom contains students with a variety of different personalities, learning
styles, and needs. Aiding students to reach their potential is every teacher’s job. However,
assisting an array of children to reach their capability at once is very difficult. Each child is
intrinsically different from his/her peers and need different care and support. Thus educators
must be highly organized, sensitive to individual needs, assertive to the classroom environment,
and able to justly treat each child and situation . In other words, a teacher must be able to
manage the possible chaos around them.
I am a fourth grade teacher at Indian Creek Intermediate in Trafalgar, Indiana. The
school district is primarily located in a rural setting. The students are bused in from three
different townships, Nineveh, Hensley, and Jackson. The school district consists of four
schools, Indian Creek Elementary, Indian Creek Intermediate, Indian Creek Middle School,
and Indian Creek High School. Agriculture is the primary business of the community.
However, many adults in the community commute to Indianapolis and work in an office
The classroom is a relatively good size room with no wasted space. When entering the
classroom a row of cabinetry divides the instructional area from the closets. Each child has been
assigned a cubby and a hook. The cubbies and hooks are numbered 1-30 corresponding to the
students’ rank in alphabetical order. The children are to enter the cubbies from the right and exit
to the left. This allows students to come and go from the closets without running into one
another. On the other side of the cabinetry are built in storage units, bookshelves, and a table
top. The table top holds three computers. Two of the computers are for the students use and the
other is the teacher’s computer. The bookshelf is used to store reference material and the
cabinets contain teaching material. Along the opposite wall is a table with four computers on
which the students take Reading Counts quizzes, work on writing assignments, complete Plato
lessons, or play educational game games for a reward. The homework folders and mailboxes
are also located on the exterior wall. A large bulletin board is located on the back wall. The
bulletin board is decorated to incorporate the themes from the social studies units. The students
can use the bulletin board as a resource for learning. A chart of grade level books sits
underneath the bulletin board. Next to the bulletin board is a bookshelf which contains supplies
for the students to use, and a CD player. A chalkboard hangs on the front wall. The teacher’s
desk sits in front of the chalk board. Next to the teacher’s desk is a small 5’x7’ area, which is
used as a reading corner. This area includes a small bookshelf, containing books that correlate
with the reading corner theme. The reading corner theme changes every six weeks to encourage
the students to read a variety of books. For example, one theme is “Traveling Through Time;”
highlighting biographies, fictional history, and futuristic books. The reading corner’s
decorations also express the theme: a time machine to read in with a personal access code to
enter, etc. There is one file cabinet in the classroom located by the closet exit.
The students in my classroom are in the fourth grade and rang in age from 9-10 years
old. There are 13 boys and 10 girls in the class comprising a total of 23 students. Twenty-one of
the students are Caucasian, one student is part Native American, and one student is German
American. There are no identified students in the classroom. Likewise none of the students have
been identified as gifted and talented. All of the students are of average intelligence. Some
students are more easily motivated than others, but all are cognitively capable of completing
fourth grade level work.
Although the students are on the same academic level, many of them have outside
factors that influence their education. Student A has a 504 plan concerning ADHD. Student A
was not recommended for testing from the school. He struggles in mathematics and literacy. He
is currently being pulled out for both subjects. Recently Student B unexpectedly lost her father.
She withdraws from instruction, but is very social with her classmates. She is a bright student,
but rarely applies herself. Student C struggles to focus in class, but has begun working harder
after a note concerning possible retention was sent home. Student C also feels some pressure
from a younger brother who excels academically. He is currently being pulled out for additional
mathematic and literacy instruction. Student D does not consistently do her work. She is of
average intelligence, but she does not apply herself. She excels academically when music is
incorporated in the lessons. She is currently being pulled out for mathematics. In recent months
her family has had to relocate due to a house fire. Her older sister has an infant, which she often
helps to provide care. Student D is slightly below grade level in all content areas. She has a low
reading comprehension level and thus struggles in academic areas that require a lot of reading.
She is socially accepted in the class and likes working with others, but she has moderately low
self esteem. She is easily confused when lots of steps are involved in completing an assignment.
Student J struggles in mathematics and is currently being pulled out for additional instruction.
He lives with his adoptive parents, whose biological children are grown. Student L excels
academically in all subjects, but often rushes through his homework. He has a strong Native
American heritage and enjoys lessons which allow him to share about the culture. He likes to
entertain the class with his quick wit, but is easily reined back into line. Student M excels in
mathematics due to some outside pressure from his parents being college professors. He often
competes academically with his older brother. Student N lives in a two parent household, in
which his mother works nights. Student N rarely completes homework assignments which often
leaves him behind during new lessons. In the fall, his family experienced a house fire that
destroyed the majority of their items. Student S has relatively high intelligence, but is extremely
hard to motivate. He rarely turns in his homework and refuses to write more than a few
sentences during creative writing. He enjoys working with others and has a quick wit that is not
always appropriate. Student T is the highest academic achiever in the class. Her mother was
born in Germany and thus Student T can speak fluent German and fluent English. She enjoys
learning for the sake of learning. She is easily motivated and is most effectively motivated
through mastering concepts. She is detail oriented and completes all assignments carefully and
on time. Student Z excels academically, but struggles to stay on task in a group setting. He
always has something to add to a conversation and often distracts the students around him.
The students are divided into three seating groups. There are two groups of eight and
one group of six. Student Z sits between the window and the book self. Since sitting away from
others he has excelled academically and his behavior has improved. All of the groups are
cooperative and student Z is considered to be in the group of six. The students who struggle
with focusing are seated close to my desk. The groups are set up cooperatively so that the
students can learn from one another. I encourage the children to do three things before asking a
question on an assignment:
1. Go over the instructions.
2. Check the book.
3. Ask a group member for help.
This system allows the students to help one another and encourages student to be responsible
for their learning. When a student explains the material to another student it promotes mastery
of the material, allowing the student to know fully the material not just memorize it. It also
allows the child asking the question to find answers in a variety of different places, which
teaches them not to rely on other people, but to do a little research. If the child still has a
question, I then help steer them in the correct direction.
My goal is to create an environment that encourages learning, promotes mastery of
material, cultivates self-esteem, fosters independence, and models the joy of learning. I want all
of my students in my classroom to master the fourth grade material. I am willing to do
everything within my power to help my students succeed. I strive to incorporate at least three
different learning styles into each of my lessons and personalize the material to the children’s
bases of knowledge. I provide extension activities for my students working above grade level
and remediation for those below grade level.
Students deserve a classroom where they can flourish without judgment. Therefore, I
encourage the need for mutual respect between the students, so that the environment is inviting
for questions. Students should not have to fear ridicule when asking a question. In addition, the
students must follow the social graces of the classroom, (raise their hands to speak, keep hands
to themselves, and not distracting another student with their behavior) in order for other
students around them to be able to learn.
I want my students to master concepts and not just memorize information. Therefore, I
incorporate Bloom’s Taxonomy in my lessons and assessments. Benjamin Bloom outlines how
to achieve higher order thinking skills in lesson so that students master concepts. I strongly
believe that students need to be actively involved in their education. Patricia Neal said, “A
master can tell you what he expects of you. A teacher, though, awakens your own
expectations.” It is important that students are involved in their learning and are not simply a
passive participant. The classroom should be a safe environment for students to express
curiosity, to challenge ideas, and to seek answers. If students are involved in the questioning
and generating of ideas, then they are more likely to be engaged in the learning process.
Students need to be taught how to ask good questions, so that they are responsible for their own
learning. However, it is also important for the teacher to provide guidance in the process and
relate the students’ inquiries to standard based lessons. The teacher is the rudder in the students’
learning process. The teacher is responsible for providing the students with lessons that provide
meaningful learning opportunities and living a life that reflects the importance of education.
By the end of the school year, I want my students to be able to apply major concepts to
the real world. For example, when someone complains that a law recently passed shows just
how little our President knows; I want my students to be able to explain that the President of the
United States does not pass laws, that Congress passes bills that are signed into laws by the
President, and the Supreme Court is entrusted with making sure the law is constitutional;
otherwise known as a system of checks and balances. I do not want my kids to have a working
knowledge of the curriculum simply so others will perceive them as know it alls, but rather that
they have a larger knowledge base and can learn more. I want my students to take pride in what
I want my students to be confident in themselves. I am an advocate for my students’
success. The tasks I expect students to complete at the beginning of the year will be a grain of
sand, compared to what they will be capable of doing by the end of the year. My goal is to
advance students slowly by little stepping-stones, where they will master small steps along the
way, building confidence. Small manageable pieces do not overwhelm students with low self-
esteem; rather they help students build their confidence while moving the child forward. I do
not think every child is always going to produce A work, but that does not mean every child is
not bright and hard working. I want to celebrate each student’s individual success. That might
mean when a student who normally gets a D on a paper gets a C that they get a big “Way to
Go” sticker on their paper. I want my students to know that they can learn and do things well.
The students’ rate of success will not be the same, so it is important to make each small step a
big celebration. I want my classroom to be a breeding ground for self-esteem. Kids who do not
feel like they will ever succeed will soon give-up. I want to promote determination in my
I want my students to experience the freedom of doing things on their own. The focus of
my classroom is not and should not be me. My students play a major role in their education and
the education of their peers. The classes’ comments, observations, and discussions are critical
for individual mastery in my classroom. Students often think of better ways to relate things to
their own level than I do. Likewise, I encourage my students to think outside of the box. My
way is not the only correct way to complete a project. I want my students to feel free to express
their creativity. Just like 2+2 is not the only way to get four, the way I suggested is not the only
way to do something. I believe that allowing students to be independent in their thinking will
help transition to higher order thinking skills, which in turn will help them in high school and
college. However, it is important for students to have freedom with expectations. I provide my
students with high expectations for their work, so that they are held accountable for their
Lastly, I desire for my students to enjoy learning. Before children entered school, all of
their knowledge came through their experiences in play, it was not until they reached school
that many children found learning dull and/or boring. I think that education is fascinating and
exciting. I want my classroom to be like the Children’s Museum; where my students have
endless opportunities to learn through hands-on experiences around them. I desire my
classroom to be a place that cultivates imagination, curiosity, and fascination.
In order to fulfill my goals, I must be able to manage the normal chaotic environment of
a classroom. In a world of chaos it is important that the classroom be a predictable place.
Children feel secure when they know what to expect. It is the teacher’s job to eliminate
distractions from the outside world and provide the student with an environment where children
can learn. Therefore, it is important for the teacher to have set classroom procedures, rules,
rewards, and consequences. Students need to know what they are expected to do and how they
are expected to do it. Procedures help students become organized and set the ground work for
them to succeed in the classroom.
Procedures help structure the classroom and give the students a routine to follow. The
students in my classroom have been taught morning procedures from day one. When students
enter my classroom in the morning, I greet them at the door, offering a hug to any student who
needs or wants one. Once inside the room, they are to hang up their coats and book bags and get
out their needed material for the day. Students are then to turn their math homework in at the
teacher’s desk so that they can be graded and ready to correct by math time; turn their regular
homework in at the homework folders, sharpen two pencils, and begin morning work. Next to
the homework basket is a cup of highlighters and pencils. Each student is to highlight their
name before they turn in their homework. If they have not written their name on their paper,
This, hopefully, eliminates the “no name” papers. At the beginning of the year, the students
could rely on the board to remind them the procedure. As the year progresses, I go from writing
the procedure in sentence form to abbreviations and then to not at all. By second semester the
students have the procedure down pat. If students have notes for me, they are to place them in
my mailbox located on my desk. This eliminates students bringing notes to me in the rush of the
morning or me misplacing them. This way I can read all of the notes while the students work on
their morning work.
For students who do not have a good home life or are just having a bad day/week, there
will be a worry basket on my desk. Students can anonymously write their worries on a piece of
paper to help them express their feelings. Problems usually do not seem so big when someone
else knows about them and I want to take away as much of my students’ stress as possible. I
will read through the students’ worries and talk with the kids throughout the week. At the end
of the week, I will pull a worry out of the basket and we will talk about different coping
techniques or possibly develop it into a health lesson. Talking about it as a class will help the
student who had the problem and the other students who probably had the same problem, but
did not want to turn it in.
Morning routines also consist of some student jobs such as: attendance, work folders,
lunch money. Within the first few weeks of school, I look for the student who seems to be the
most responsible, punctual, and trustworthy. This student is entrusted with the responsibility of
attendance. He/She is to take the attendance every day, record the attendance, and report it to
the office. Two students that prove to be responsible turning in their homework and completing
their morning work are responsible for collecting the homework out of the homework folders
every day. The students are to keep the homework in alphabetical order and separate the papers.
The student responsible for lunch money must be attentive and regularly complete their
morning work. This student is responsible for taking the lunch money and lunch order to the
cafeteria each day. Allowing students to be responsible for different parts of the morning
routine helps the classroom run smoothly and allows me to focus my attention on the students,
rather than on the morning tasks.
Morning routines help eliminate some of the chaos, but other procedures help
throughout the day. It is important to minimize transitions between lessons so that every
teachable moment is used to its fullest potential. Procedures help aid in smooth transitions.
After teaching a lesson, I write on the board the things the students are to do after finishing their
work. This allows students who need extra time to continue to work, while providing structure
for those finishing early. The students know that after they complete an assignment to check the
board for what to do next. If students complete what is on the board they are allowed to use the
computers to work on Reading Counts and Plato. I try to be conscious of teaching time. For
example, before lunch and recess I instruct my students to open their books to the appropriate
section for the after lunch lesson.
Students are also responsible for helping maximize the teaching time. Many students’
jobs directly aid in the running of the classroom. Some of the jobs are: science lab, overhead,
mail, computer lab, library assistants, history facts, and conservation officer. The science lab
workers are responsible for cleaning the science lab. These students are responsible students
who fall at the end of the alphabet, since science precedes lunch. Having students clean the lab
during passing period allows students more instructional time in the lab. The job of overhead
goes to a student who finishes their work in a timely manner. This student is responsible for
setting up the overhead before Shurley English and/or any other time the overhead is used. The
student is also supposed to clean the overheads before the following day. The student
responsible for mail needs to be a dependable person with impeccable attendance and not
absentminded. The mailman’s job is to collect the teacher’s mail from the workroom and
deliver it the teacher at the end of the day. The students in charge of the computer lab are to
make sure the lab is picked up after the students leave and collect anything left in the printer.
The library assistants collect the library books from the week before and return them to the
library on Thursday morning. The students are then able to spend more time checking out
books, without the librarians trying to check books in at the same time. The student responsible
for the history facts is to change the fact daily. The facts are displayed on the back bulletin
board where students are able to read the facts as they go out the door. Lastly, the job of
conservation officer is to make sure the lights are turned off every time the class leaves the
room. All of these jobs aid the teacher in the running of the classroom. Since each child is
responsible for a classroom job, I am able to use the majority of my time teaching and not
managing the classroom.
One of the most important things I have in my classroom is an exit board. The exit
board keeps track of where students are located within the building. The board has hooks with
different labels (speech room, restroom, library, office, etc) and below the board are hooks with
each a cardboard nametag for each student connected by a metal ring. When children leave the
room they take their tags off the lower board and place it on the hook that corresponds to their
location. When the whole class travels somewhere, the exit pass manager places the class tag on
the hook. This system allows me, at a glance, to know who is out of my room and where they
Although procedures are important to running an effective classroom, it is key that
students know how they are expected to act. Some students do not come from a home that
teaches proper social interaction and, therefore, it is the teacher’s responsibility to prepare the
students for the world. Rules teach children how to interact with their peers and their
environment. Rules or guidelines protect students and teach them how to be first-class citizens.
However it is important that students be able to predict consequences for their actions. Every
decision that is made has a consequence, either positive or negative. In order to teach students
decision making skills, the teacher should provide the students with a set of consequences for
breaking the rules and a set of rewards for following the rules. If students know the outcome for
their actions they will be able to make informed decisions. However, it is the teacher’s
responsibility to consistently enforce the consequences set forth so that the child can predict the
outcome and feel a sense of security.
I believe that the students should have some say in the rules for the classroom. On the
first day of class, I let my students brainstorm rules for the classroom. When students help
establish the rules they are usually more likely to follow the set guideline. The rules that I am
fond of are as follows:
1. Follow directions the first time given
2. Do not leave the room without permission
3. Use appropriate language and tones
4. Show respect to classmates and adults
5. Come to class prepared
The five classroom rules have a blanket system for students who break the preceding
five rules. If a student violates a rule they will receive a:
1. Discipline slip
2. Discipline slip and separation from the group
3. Discipline slip and a conference with the teacher
4. Discipline slip and a phone call to their parents
5. Discipline slip and detention
6. Discipline slip and office referral
When consequences are given, I will explain to the child that they chose the consequence by
breaking the rules that we set up together. I will encourage any student who thinks that the
consequences are unfair or who wants to argue their side to write in a behavior journal, and
present it to me when they are finished. I would review the journal in order to understand their
feelings and motives behind their actions, but I will not change the consequence. I keep the
journal in the child’s file so that I have documentation if needed. The teacher/student
conference outlined by the third consequence will occur during the beginning of recess or
lunch. During that time, the students and I sit down and talk about their actions, why they chose
the behavior, and then we brainstorm positive behavior to use instead. If a students’ behavior is
dangerous to themselves, a classmate, or of anyone else, I immediately remove them from the
classroom and allow the principal to have a talk with them.
For large offenses I use consequences that directly correlate with the undesirable
behavior. I prefer consequences that aim at changing the behavior. For example, if students do
not turn in their homework, what good is it to make them stand for five minutes during recess?
Instead, I have the children work on the missed assignment during recess, because the
consequence correlates with the infraction.
Discipline slips provide a record of the students’ actions. For every infraction the
students must fill out a discipline slip. The discipline slips provide a place for the student to
write their name, what they did incorrectly, and a plan for changing the behavior. The discipline
slips are also used to determine the students’ citizenship grades. Each discipline slip results in a
reduction of one percent from the citizenship grade. The discipline slips are then kept in the
students files and can be used as documentation during a parent teacher conference. I do not
want to use a system that is visual to the kids, because I do not want the students to feel like the
“bad” things they did are looming over them for the rest of the day. In addition, the discipline
slips are virtually distractionless to the class, whereas a visual tracking system requires the
student to get up and move their card/stick/smiley face/etc to another location. With the
discipline slips I am able to hand the student a slip as I walk by and not distract the class. I
understand that what works for the majority does not always work for the minority; therefore, I
would also use behavioral contracts when necessary. My talkative and hard to motivate students
would most likely benefit from behavior contracts.
In order to enforce the rules, I strive to be alert at all times. I do not want certain
students to feel as if I single them out simply because they are more obvious than others. I try to
be completely fair when enforcing the rules. For instance, if Brittney is talking instead of
reading as I instructed, I would walk over to Brittney’s desk, lean down and talk with Brittney.
Quietly I would say, “Brittney now is the time you are to be reading. You are talking instead.
This is a warning. Now please get out your reading book and begin reading the story.”
Although rules and consequences are important, they are not the backbone of my
management style. I believe it is critical to praise and reward children for their behavior.
Praising a student who exhibits a desired behavior can prevent minor classroom problems,
because the rest of the class will most likely imitate the behavior of the student being praised.
Students also feel better about themselves and are more likely to put forth effort when they are
rewarded versus being punished. Therefore, I set my classroom up as a positive environment
centered on a rewards system. The students always have an opportunity to earn rewards as an
individual, as seating groups, and as a class.
In my classroom I use individual rewards daily. The most common reward is praise. My
goal is to compliment each student at least once a day, hopefully more. Every expression of
approval that I use is heartfelt. I do not praise someone unless I honestly believe in what I am
saying. Another reward I use is sending notes or calling home to parents. I intend for my
students’ parents to enjoy hearing from me. I do not want to be the teacher who only contacts
the parents when their child has done something wrong. I attempt to contact five parents a week
about a positive thing their child has done. At the beginning of each week, I begin a log of
positive things the students do and then on Friday during my prep I write notes to each of those
students’ parents. I keep my jotted notes from the week in the student’s file for documentation
of positive things to share with parents during conferences.
The students will also be able to receive tangible rewards and delayed rewards. Students
will receive stickers for work that they have done well or has improved from previous work.
However, I will use all other tangible rewards sparingly; such as pencils, candy, and erasers.
Students will receive these incentives when they have done something exceptional. For
example, if a student thinks outside of the box when answering a question and normally s/he
does not participate at all, I would reward the student. In this way the student would receive an
award because I want to encourage him/her to participate and I am proud of his/her
participatation. Also, students have the chance to earn delayed rewards. Students can obtain
delayed gratification throughout the week. When students answer a question correctly, exhibit a
desired behavior, walk quietly down the hall, or do any good act, they will be rewarded a ticket.
Each time receive a ticket they are enter into a raffle that is held at the end of the week. On
Fridays I draw out 10-30 tickets depending on how many tickets are in the drawing. The more
in the bucket, the more I draw, because I want every child to have a fair shot. Students can win
as many times as they have entered the raffle. Once the students’ raffle tickets are chosen, they
may pick a reward out of the reward bucket. The bucket contains slips of paper with the
• Invite a friend from another class into the room for lunch
• Listen to head phones during work time
• Have lunch with your favorite person
• Use the teacher's chair for the day
• Take a class game home for the night
• Move your desk to a chosen location
• Homework pass
• Lunch with the teacher
• Have a special sharing time to teach something to the class, set up a display etc.
• Pick from the treasure box
• Extra reading time
• Play an educational computer game during work time
The seating groups will have the chance to earn rewards. The groups will earn rewards
based on a point system. The teams can earn points by everyone coming to school, having the
cleanest area around their desks, everyone turning in their homework, and everyone completing
a task the first time told. I will keep track of the points with a pocket chart. Every time a team
earns a point, I will add a Popsicle stick to their pocket. Points are never taken away from the
group no matter what, and all team members receive the reward. The team to reach the
predisposed number will receive a prize. The number will change each time I issue the
challenge. I want the group rewards to be a cooperative process that might take awhile.
However, before I switch the seating arrangements, the group with the most points will receive
a prize. The group chooses their prize by playing Plinko. Plinko is a game played on the Price
is Right, which I will adapt to my classroom. The Plinko game board is four feet wide and five
feet tall. Regular nails are nailed into the board in a horizontal rows, each row alternates (so that
the setup is similar to choir rows). The nails are spaced five inches apart from each other
horizontally and vertically. At the bottom of the board there are nine categories. The categories
are numbered 1-9 and the prizes for each category are written on the board. Therefore, the
students can choose which category to aim for when playing. The prizes are not written on the
Plinko board because I like to use the board for review games. The game also consists of Plinko
chips which a player drops from the top of the game board. The chips then bounce off the nails
until reaching the bottom. The winning team will get one Plinko chip. The team will choose
which student they think deserves to start the Plinko chip down the board. That student will
then play Plinko aiming for the category the team decided on. The prizes are:
• Design a Bulletin Board
• Extra computer time
• Homemade snack from the teacher
• Homework pass
• Lunch with the principal
• Teach a lesson to the class
Each reward is listed twice except numbers one, four, and six; which are only listed once.
Lastly are class rewards. The entire classroom earns class rewards. No student is left out
of prizes that are earned by the class. The students can earn points by other teachers paying
them compliments, everyone turning in their homework, everyone receiving a passing grade on
their homework, being extra well behaved on a particular day, and other similar acts. The way I
will keep track of class rewards will vary. One of the techniques I will use is filling a fish bowl
with M&Ms. Each time the class earns a point I will put an M&M in the fish bowl. Once the
fish bowl is filled, the class will receive a predetermined reward and I will divide the M&Ms
amongst the class. Another way is to have an ongoing game of hangman on the board. Each
time the class earns a point I will fill in a letter of the reward. For fun, the students can make
five guesses, but if they guess a letter correctly before their five tries then they cannot guess
again. I will only use hangman when I expect the students to earn the reward quickly, such as
the beginning or end of the year. Lastly I would use the “We Really Did It!” banner. The
students can only earn letters for the banner by the entire class turning in their homework
completed. I would use this incentive in the middle of the school year when students tend to get
a little lazy. The students do not have to get all of the letters consecutively to obtain the prize.
They get the reward no matter if it takes them 13 days or three months. I will keep the sign up
for the rest of the year as a reminder that they accomplished a big task. All of the prizes for the
classroom rewards will be determined before the students begin to earn the prize. Possible
• Popcorn party
• Five minutes extra recess for two weeks
• Class game
• Pizza party
• Watch a movie
It is inevitable that the prizes will not motivate all of the students. For those students that
are hard to motivate I use an incentive chart. The students receive a sticker for turning in their
homework, completing a task, participating in class, etc. Once they have filled their incentive
chart with stickers they receive a predetermined prize. The prizes will be items that the child
cares about and chose themselves. This method is not feasible for an entry classroom because it
can get expensive. However, it tends to help motivate hard to reach students.
I have tried to make all of the individual rewards something that will work for everyone.
However, I have included candy for immediate rewards. Some students do not like candy and
others might be diabetic. If a student does not like candy, they would be allowed to have a
pencil instead. If I have a diabetic child, I will keep the his/her favorite diabetic candy on hand.
Other rewards that might not be feasible are pizza parties or having lunch with the principal.
The pizza party could get expensive for an entire class and some students might not like pizza.
If a student dislikes pizza, I would provide them with another option. Likewise, the principal
might not want to eat lunch with students. If so, then the students could eat lunch with me or
invite a guest to have lunch with them.
A classroom management plan is used to create an environment that is adequate for
learning. The classroom management plan allows students to learn and spells out what the
teacher expects from them. My management plan strives to treat all students fairly. It also
encourages students to do their best work and creates a positive learning environment. I want
my students to feel loved and respected in my classroom.
Wong, Harry K. and Rosemary T. Wong. How to Be an Effective Teacher: The First Days of
School. Singapore: Harry K. Wong Publications, Inc. 2004.
Lee Canter’s Assertive Discipline. Lee Canter. Videocassette. Lee Canter and Associates, 1993.
Curwin & Mendler’s Discipline with Dignity. Richard Curwin and Allen Mendler.
Videocassette. National Education Service, 1992.
Special Thanks to:
Dr. Barbra Divins
*All handouts provided and collected by Mark Appleton