Classroom Management Plan

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The ensuing classroom management plan details every aspect of my philosophy, rules, procedures, consequences, positive reinforcements, and classroom design for my 8th Grade English class. I will use this plan as a guide during the course of the year in order to help me make decisions, plan lessons, and work with students effectively. As Dinsmore states (2003) Classroom management is much more than a discipline plan, it encompasses the teacher's beliefs and values, as they relate to discipline, but also how they intertwine with various other underlying aspects of the class' structure. The physical environment of the classroom, the amount of teacher preparation, and ways in which the lesson is presented are three of the aspects influencing classroom management. (pg. 4)
Classroom Philosophy
I believe that all adolescents have the ability to set goals, work hard, stay focused, and earn good grades. With this belief, it is necessary for the teacher to be a supportive instrument in the student’s daily schedule. In being prepared to teach the daily lesson, it allows the teacher to be able to actively listen to the needs of the students and help them in any possible way that is fit for the lesson. This sets the tone that all children can learn and achieve greatness.
With well thought out and executed procedures, rules, and consistency the teacher has set up an environment that is focused on the students learning. It is also important for the teacher to provide a safe and caring environment for all students. This includes but is not limited to making it clear that all students are encouraged to ask questions, state opinions without fear of ridicule from either the teacher or another student, and is reminded that by paying attention i...

... middle of paper ...

.... 3rd = parental contact
4. 4th= referral to office
If students choose to follow the rules, the following rewards will occur:
1. Verbal praise
2. Letter home
3. Email home
Exceptions to the rules
I understand that there will be times that a classroom rule will be broken and that I will choose to not punish the student(s). An example of this is easily seen during a group discussion period. I have seen, first hand, that even though the group protocol is to raise your hand to speak, and wait to be acknowledged, it is sometimes difficult to wait because you do not want to miss the moment of being active in the conversation . With that in mind, I can foresee myself allowing a discussion to move forward even with students interrupting each other. This situation can continue to be a controlled and educational experience even though there may be a little disorder to it.

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