Classroom Management Plan

Alexia Mayorga

California State Dominguez Hills

Classroom management is a skill that all aspiring teachers and educators must perfect to

become an effective educator. It is not something that can be taught, it is something that must be

practiced and refined, and not all classroom management plans are created equal, meaning one

plan will not work for all classrooms. A classroom management plan can be adjusted to fit your

classrooms particular needs. For example, at my fieldwork site, Los Angeles Academy Middle

School, Mrs. Romero uses procedure and routines with her sixth grade students that may not

work for a second or tenth grade classroom. Mrs. Romero makes sure that when she gives a

lesson or is walking around the classroom she makes sure that all students are participating in

what they are supposed to be doing and makes sure that they students understand what is

expected of them. In Mrs. Romero’s class, there are three particular students whom which she

accommodates such rules and regulations to fit that particular student. One student is an EL

learner, to accommodate this student needs Mrs. Romero talks in both English and Spanish, that

way they hear the directions in both languages and feels more comfortable discussing the topic

with their peers. The second student is a student with special needs, Mrs. Romero will soon send

a request for an IEP in hopes that the student will get the resources they need when she cannot be

able to provide them. Lastly the third student is a student who is struggling with their grades in

the classroom, this student in particular is a student who does not complete the assignments and

does not have the intention of beginning them anytime soon.

After reflecting on my fieldwork and teaching experience I realized that on the

“Classroom Management Spectrum” I fall in between the “Reward-and-Routine Focus” and the

“Engagement Focus.” When looking at the “Hierarchy of Cultural Competence” I’d place myself

at “Cultural Competence” which is where the teacher helps the students not only understand that
there are other culture groups but can help students understand that along with these cultural

groups come so much more and for that we must develop a positive outlook on our peer’s

culture.

ROUTINES AND PROCEDURES

Before the students enter the classroom, the students will line up along the wall outside of

the classroom. This will ensure that the students will get into the classroom safely and listen to

any direction that I would give them. As the students into the classroom I will mention what they

would take out of their backpacks or desk. This will include any material homework or

equipment they will need for the lesson of the class session. This will take some time to

practice, when the semester begins we will practice with 1 item beginning with a textbook or a

simple pen and paper request. Lastly, I will have students must complete the assigned exit ticket

in order for dismissal. This will also take some time to practice, we will begin with a simple

questionnaire. If no exit ticket is a sign for that day students must have their area clean and chairs

pushed in and ready to line up for dismissal.

DISCIPLINE AND RULES

Although I enjoy an open, playful, and respectable environment, I understand that rules

are an essential part to the learning environment. Rules allow students to know that there are

limits that they may not surpass if any student work to surpass these rules they will also know

that there are consequences. To set up my rules and disciplines I will ask the students what they

believe the rules of the classroom should be how we should manage these rules and how we can

monitor the classroom rules. This strategy will ensure that all voices will be heard with few to no

disagreements. I will begin by making the first rule which is to respect your peers, to manage this

rule students will learn to respect each other. To monitor this rule will be a classroom effort, this
way all students in the classroom will be involved and interacting with one another to ensure that

everyone is following this rule.

STUDENT AUTONOMY

To ensure my students accept responsibility for any, and all actions in the classroom I

will have them reflect on themselves and the work they have done thus far. This can provide a

visual representation of how the student is progressing in the classroom, depending on the result

of the reflection and can then take responsibility and make changes or adjustments to ensure that

they receive a positive feedback when the time comes. When working with a group the group

will then reflect on one another, this will give the individual student a reflection from a different

point of view. This can perhaps help the student in an area they believe they did not need to take

responsibility for. This can also provide the student with insight that can provide them help with

future group assignments.

USE OF TIME

To make sure I get the most time out of class, I can follow the following procedures.

One, as the students are doing individual or group assignment and discussing amongst

themselves, I will write on the board, if necessary, any work that the students must complete or

any following steps of any lesson I will be teaching that day. Mrs. Romero follows this

procedure, as the students are doing their work, she writes a sentence or two, about what else

they need to complete. Another procedure I can follow is, as I am transitioning the students from

one subject to another, I will also prepare my material needed for that subject. Mrs. Romero also

does the following thing, during her break time or free time, she makes sure that she has all the

material needed for the next classroom session, and if needed have all the materials ready for the

week planned ahead. I found this to be very effective.

To accommodate any English language Learners gifted and special needs students I will follow

any request back to school and/or parents have given me. best way I can ensure that I am not

only meeting the students need but the parent and school needs as well. For the English language

learner, I will ensure to translate any material I hand out, for lectures I can request the school for

translator if I am not able to translate in their native language. For the gifted and special need

student, I will ensure to accommodate all lesson plans to their needs. I will be sure to read IEP’s

thoroughly to ensure the best outcome for the student's education.

PEER INTERACTION

To promote peer interaction among diverse learners I will use manipulatives and Hands-

On interactive activities to ensure that all and physically understand the material being

taught. The strategy is best for visual and Hands-On learners. If a student is more of an auditory

learner, I can have a recording of the lesson on a folder loaded to the classroom website. That

way the student can go back and listen to the lesson or any part they did not understand, this can

be done individually or in a group. Another way I can spheres interact with one another is by

reflecting upon their peer’s work. This will not only have the students interact with one another,

but it can help the student on assignment that they cannot complete on their own. This is sure-fire

way students can get answers from each other without my help.

FAIRNESS/EQUITY/RESPECT

It is important that a classroom understand the importance of respect, equity, and fairness.

It is also important that the teacher demonstrates and portrays these aspects to ensure that the

students understand how much impact these aspects have on not only themselves but their peers

as well. To ensure that there is fairness, equity and respect between the teacher and students I
will ensure to meet all students accommodations, whether that’d be translating, re-reading IEP’S

to ensure that perfect accommodation for the student, and/or talking to the school staff and

parents. I will also integrate such accommodations into the classroom rules. This will show the

students that these can be part of our everyday routine and everyday life.

PARENT COMMUNICATION AND INVOLVEMENT

Many teachers have different methods they use to communicate to their students’ parents.

I personally found the following gestures to be very effective during my classroom experience

and fieldwork. A classroom newsletter is very effective tool that teachers can accommodate to

their specific classroom and update with material they feel parents would find useful and

informative. For example, the newsletter can include “Homework of The Week” and the teachers

contact information in case the parents have any questions about an assignment or want an

update on their child’s progress. Another effective tool teachers can use are “Sunshine calls,”

which are phone calls the teacher makes to the parents complimenting their students progress or

involvement in the classroom. Using technology to our advantage can make a huge difference on

the students achievement in the classroom. Teachers can use texting apps like “Remind” or

websites like “ClassDojo” to update parents on class assignments or contact a parent individually

regarding their child’s behavior or updating on their behavior.

Great parent communication can lead to excellent and active parent involvement. This

means that not only will the parents be aware of their child’s progress in school, but it also

encourage the parents to get involved to keep their child’s efforts up or work on areas they need

working on. Some parents feel uncomfortable getting involved in their child education or simply

don’t have the time to do so, that is why it is important to come up with creative ideas that can

encourage parents to get more involved. For example a teacher can host a “Beginning of the
Year Barbeque” at a local park, this way there is an initial interaction with not only the student

but the parent as well. Another technique teacher can articulate is having homework sections

where the parents can help or guide their child. Whether that’s be cutting out paper or translating

the question, this will encourage interaction between them and encourage the student to continue

completing their work.

CONCLUSION

Teachers must be prepared for anything, which is why having a classroom management

plan is extremely important. Teacher must always be prepared for any event that may occur in

their classroom and must ensure that the classroom will transitions smoothly with no hesitation.

During my fieldwork I have seen one or two aspects mentioned above executed perfectly. For

example, Mrs. Romero assigns the students exit tickets, it can be as simple as answering a question

on a specific topic or reflecting on the lesson that was taught that day. Teacher should keep in mind

that not all procedures, rules, or plans work for every class setting. Teachers must accommodate

their plan, to fit their classrooms specific needs. But having an initial classroom management plan

is an effective way to be prepared for your classroom.

Pinto, L. E. (2013). Revisiting classroom management with fresh eyes. In From discipline to

culturally responsive engagement: 45 classroom management strategies (pp. 3-12).

Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781452285160.n1