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TRANSCRIPT
CLASSROOM MANAGEMENT PLAN
Social Studies: Adolescent 7-12
TIFFANY IZZO MARIST COLLEGE
Fall 2014
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Table of Contents: I. Introduction ………………………..………………………………………………………………………………….…..Page 1
II. Classroom Expectations
a. Classroom Rules ……………………………………………………………………………….…..………….Pages 1-4
i. Classroom Philosophy
ii. Justification and Clarification of Rules
iii. Progression of Consequences
iv. Short-term Responses
v. Long-term Responses
b. Academic Expectations ……………………………………………………………………..……………..Pages 4-7
i. Homework
ii. Notebooks
iii. Tests
iv. Grading
v. Incentives
vi. Extra Credit
vii. Late Work
viii. Makeup Work
ix. Extra Help
x. How to be Successful
III. Classroom Learning Environment and Procedures
a. Physical Environment ……………………………………………………………………………..…..….. Pages 7-9
i. Class seating
ii. Walls
iii. Garbage cans
b. Procedures ……………………………………………………………………………………………………. Pages 9-11
i. “See Me” Slips
ii. Questions or contributions
iii. Bathroom Requests
iv. Windows
v. Classroom Temperature
vi. Personal Belongings
vii. Handouts
viii. Group Work
ix. Passes
IV. Daily Routines
a. Flexible Routines ………………………………………………………………………………………… Pages 11-12
i. Entering Classroom
ii. Do Now
iii. Flow of Papers
iv. Textbook use
v. Flow of Teacher
vi. Exiting classroom
V. Closing ………………………………………………………………………………………………………………….…. Page 12
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Classroom Management Plan
In having a thoughtful, clearly laid out plan for a classroom, a teacher signals to that classroom’s
students that it is a place where their learning is valued. When done with care, a plan will also create a
place that is a respectful, nurturing and engaging learning environment. An intentional teacher can
support this environment through effective planning and invite his or her students to grow and thrive
within it. A positive environment will also support a teacher and students in avoiding behavioral issues
that can negatively impact their learning. Furthermore, in outlining clear expectations, students can
know what to expect in respect to their chosen behavior- whether it be positive or negative. In asking
students to join the teacher in being advocates for their own learning, they are also to understand the
consequences of impeding their own or others’ learning.
II. Classroom Expectations
On the first day of class, students will be introduced to the expectations of the classroom. I will ask for
their input on how to make the classroom as positive as possible for them. From their contributions, I
will be able to explain my own expectations as well. There should be overlap between them and this will
help me to include the students in the creation of our environment.
Classroom Rules:
Classroom Philosophy: I will explain to the students that there is a philosophy that I expect to be aspired
to in our class room. This will be posted clearly on the wall, “We will all act as ethical human beings in
this classroom.” I will explain what is meant by “ethical” and why I chose “human beings” to describe all
of us, including me as the teacher. I ask that my students act ethically because this means more than
following the rules. It also means being reflective about how our actions and behaviors affect ourselves,
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others and the classroom before we do them. Furthermore, the choice of “human beings” is because I
also understand that we are all individuals, including myself, and we will learn to work together with
respect. If students are in doubt about a decision, they should consider how their choice affects
themselves, others and the teacher as human beings emotionally and physically; and whether that
effect is positive or negative. I will introduce the “Classroom Rules” as ways that we can aspire to the
classroom philosophy, emphasizing that they are guidelines and will not cover all ways in which we can
be ethical. The rules will be posted for the students and myself to refer to throughout the school year.
Our Classroom Rules
1. Be on time and prepared to learn
2. Respect the teacher, the classroom, ourselves and other students
3. Be responsible for your own learning
4. Wait to be dismissed
5. Remain positive
Justification and clarification of the rules: Students will be asked to give input on why these specific
rules were chosen. I will also clarify them individually. Rule 1 means quietly walking into the classroom
and being in their seats with their notebooks and working on the “Do Now” when the bell rings. Rule 2 is
how this classroom will function respectfully. The classroom is included because we are expected to
respect our tools and throw out our trash respectfully as well. Rule 3: Means completing assignments on
time and with effort, paying attention in class, and participating to the best of your ability. Rule 4: I
dismiss the class, not the bell. When I say, “Ladies and gentleman, have a good day,” students will know
they have been dismissed. They are not to begin putting away their things before this unless instructed
to. Rule 5: Remain positive about ourselves, others and our learning even when it is difficult to do so.
Note: I will also explain that students are expected to follow all the rules and regulations of the school
and/or district as this is also key to the classroom philosophy.
Progression of Consequences: Even with clear rules, there will be occasions where students will act
inappropriately. Nonverbal warnings that do not disrupt class will generally be the first response. Some
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of the time, dealing with this behavior might require a conversation about their behavior. This will be
addressed during class downtime, or after class when possible. When the severity requires immediate
attention, I will give the rest of the class a relevant activity to work on and remove the student to the
doorway of the classroom. I will use a method of coaching the students in which I ask them to identify
the behavior, explain why they did it, what they should have done differently, and then explain to me
how it can be prevented in the future. Lastly, I will ask for their commitment to what we have discussed.
In order to encourage their future success, I will make a conscious effort to recognize their
improvements with positive reinforcement.
Nonverbal
(Eye-contact, pause, increased presence, tap on desk)
Verbal Warning
(Non-disruptive to class and lower tone)
Discussion After Class May lead to further action
(By my request to the student)
Discussion w/ Withdrawal From Class Most likely further action
(Valuable instruction given to the class and student removed to doorway)
Further Disciplinary Action as Needed
(All behaviors and actions taken are documented throughout process.
May include short-term and long-term responses)
For misbehavior requiring further action, students will be given punishments that are proportionate to
their behavior. It will be explained that when they engage in misbehavior, I have a responsibility to them
to respond appropriately. If they choose to engage in misbehavior, they should also expect to deal with
the consequences of that behavior. I will emphasize that this is their choice and I am not there to punish
them, but only to hold them accountable to our classroom philosophy accordingly. It will be important
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to maintain documentation throughout the process. I will start keeping my own documentation once a
verbal warning has been necessitated.
Short-term Responses: Once a formal discussion has been necessary, a short-term response will be
given. This could include a detention, student’s formal written apology, or other response that follows
district policy. Students will also be informed that I will be making a phone call to their
parents/guardians to include them in the management of their behavior.
Long-term Responses: At some point, long-term responses may be required. I will contact guidance to
inform them of the student’s behavior. This will also allow me to find out if the student is engaging in
the behavior outside of my classroom. At this point, I would also schedule an in-person conference with
at least one of the student’s parents/guardians with the student present. If the student’s behavior is
occurring in other classes, I will contact his or her other teachers to include them in the process as well.
There will be follow-up conferences as needed. Further action will be in cooperation with guidance or
other school officials as per school or district policy.
Academic Expectations:
These will be provided to the students at the start of the school year.
Homework: Homework will be assigned 2-3 times a week as needed to support the classroom. I will
explain to the students that the amount of homework they receive is correlated to how successfully we
cover material in class. I will explain that some homework will always be necessary, but indicate
flexibility with how much.
Notebooks: Students will be expected to keep a notebook which includes notes on the reading done at
home, class notes and periodic assignments. Notebook checks will be conducted randomly on a weekly
basis. These checks are for me to confirm their effort as well as understanding. The first page will be
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devoted to the topic “What I want to accomplish in Social Studies this year.” This is so students can refer
back to this for their own growth. They will also keep a binder with all of their work and handouts from
the class. I will emphasize that this is to help them throughout the year and with the Regents at the end
of the year as they can refer back to areas they need to work on.
Tests: Tests will be given periodically throughout the year following the completion of a unit. Typically,
these will be given on Wednesdays. The format will resemble the Regents exam so that students are
comfortable with it by the end of the year. An outline of topics covered (resembling headings in the
chapters) will be given to students the Friday before an exam to prepare. They are responsible for
reviewing their notes and the readings for the information, but I will provide an after-school review the
Monday before the test. If from that review I feel that an extra day might be needed, I will inform the
students on Tuesday that it will be delayed until Thursday to allow for extra preparation.
Grading: Assignments will carry various weights throughout the year towards the students’ averages. All
assignments including homework, in-class assignments, quizzes, notebook checks, essays, projects and
tests will be graded. Tests and papers will be weighted heavier than homework and quizzes. I will
maintain an open door policy regarding grades in which students can come to speak to me during
periods in which I do not have a class to teach or afterschool.
Incentives: I will also maintain an effort grade for the students based on homework and notebook
checks. If they maintain a high effort, I will allow for homework passes to be given periodically
throughout the semester. I will ask the students to check with me ahead of time to see whether a
homework pass will count towards a particular assignment.
Extra Credit: No extra credit will be given without extra work. Students who are concerned about their
grades and maintain a high effort grade can use homework passes to purchase an extra assignment.
These extra assignments will require original work from the student in which they display their
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commitment to learning. Extra assignments could include a report on a current event, a report on a
book/event/place relevant to social studies, or other creative assignments. Students are encouraged to
come up with their own ideas, which I will give input. Depending on the work required to complete the
assignment, I will decided how heavily the assignment will weigh into their average. Keep in mind that
this is still a graded assignment.
Late work: If a student does not have their assigned work on the date due, they must fill out a “Missing
Work Slip” (provided by me in a box on the wall when they enter) and hand it in when the assignment is
collected. The policy may be adjusted to fit the needs of the class and certain assignments may receive
specific instruction as there may be times when missing work disrupts my ability to move forward in a
lesson. This slip will have the following features:
Missing Work Slip
Name ______________________
I did not complete __________________ on ____________ (date) because…
Check one: ⃝ I forgot ⃝ I did not bring the materials home with me last night ⃝ I did not understand
the assignment ⃝ Other Reason __________________________________________________________
_____________________________________________________________________________________
I will prevent this in the future by… ________________________________________________________
_____________________________________________________________________________________
I understand that if I hand in the assignment tomorrow, the grade will be reduced by 20%. If I fail to
hand it in tomorrow, I am asking Ms. Izzo to call my parent or guardian to speak to them and will receive
a “0” for the assignment.
______________________________ (student signature required)
Makeup Work: Students will make up work according to the school’s policy when there is an excused
reason for their absence. If there is discretion for the teacher, I will outline expectations. After an
excused absence, students will be require to make up all work within 3 days. (If the absence is for more
than 2 class periods, I may allow for extra time as they could have work to make up for other classes as
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well.) This includes updating their notebooks with the missed material and handing in any missed
assignments. If a quiz or test is missed, it must be made up the next day without exception. This will
mean that students will also have to make up the work missed in the class period used to take the test
or quiz as well unless they can provide a free period to do so. All unexcused absences will follow the
“Missing Work Slip” procedure.
Extra Help: Extra help will be provided to the student during free periods are after school. They can
schedule extra help with me by writing me a note specifying what they would like help in and handing it
to me before the start of class. I will try to address the note in a timely manner and schedule a time with
the student in free periods or after school. I will also provide one specific day after school every week
(most likely Mondays) in which I will be available.
How to be successful: Stay organized and manage time effectively. Always remember that this class is
important not just for your grade, but for your future as an ethical participant of our society. Most of all,
remain positive about yourself and your future.
III. Classroom Learning Environment and Procedures
Physical Environment:
The physical environment in the classroom should be purposeful as it is an integral part of creating a
location for learning.
Class Seating: Seats will be assigned. The arrangement of the classroom will be reliant on the resources
available to the school. Ideally, the setup will be not only functional but supportive to the ideas of the
classroom. I would like to arrange the students in short rows (5 students or less) facing towards the
front (location of blackboard and/or interactive white board if available) to minimize the distance from
any notes or displays they might be looking at. I would also like to turn the outside rows at an angle
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towards the front and center where these displays may be to minimize the detrimental effects of
peripheral seating (attention and behavioral). I will also minimize this by regularly moving throughout
the room particularly when giving direct instruction or during group work. Ideally, the front of the
classroom is a place for information, not for instruction. I can instruct from anywhere in the classroom.
Walls: If in agreement with school policy, the walls will be decorated to fit the needs of the classroom.
The front of the classroom will be reserved for the “Classroom Philosophy,” “Our Classroom Rules,” and
any material that might be directly relevant to the current material. This is to minimize distractions with
irrelevant material. I will also keep an “Annotation Corner” that gives some outline of how students can
annotate any handouts or primary sources they are given. This will be towards the front of the room on
one of the side walls. On the opposite wall, towards the front, I will keep maps for the students’
reference. The rest of the space on the side walls will be devoted to interesting displays that are
relevant to the material. Any room on the back wall (directly behind the students) will contain
information that could be distracting, but is relevant. For example, a “Current Events Corner” or a place
for student work. Throughout the year, I may give students the opportunity to decorate this wall. This
format will have to be adjusted spending on the actual format of the classroom and placement of
windows.
Garbage Cans: Ideally, I would like two garbage cans in the classroom. One will be near the door so that
students can get rid of any garbage before or after class as to not disturb instruction. It will be
recommended that they do so. The other garbage can will be towards the back of the classroom to
minimize disturbance if they must get up to use it. However, students should always use the garbage
closest to them.
Procedures:
This section will underline how the classroom will function.
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“See Me” Slips: I will keep slips titled “See Me”, preferably on me or at my desk, to give to students.
There will be a space for them to write on the slip. This is to help the class function smoothly and to
manage time. There are many reasons I might give a “See Me” slip: positive reinforcement, a student
has a question not relevant to the entire class, I need to speak to a student about an assignment or
grade, or a behavior reason. If possible, I will either write the reason on the slip or tell them verbally. For
example, I might say to a student to write their question/comment down so that they do not forget it
and I will address it after class or with remaining time at the end of class. Or, I may write that I want to
tell them I noticed the extra effort that they have put into an assignment and to wait after class for more
feedback. If it is a behavior reason, I will ask the student to write down what they did and see me after
class. Students can also ask me for a “See Me” slip if they would like.
Questions or contributions: Students are encouraged to make meaningful questions or contributions
provided that is done respectfully, they raise their hand, and are called on by the teacher. In fact, there
are times when a classroom activity will require a lot of contribution from the students and I expect
them to do so as per procedure. If necessary to keep the lesson on track, “See Me” slips could be issued.
Bathroom Requests: Students are encouraged to go before or after class, but if they must go, they can
ask by raising their pointer (as opposed to whole hand). I will know what this means and I will give them
eye contact and a nod to grant permission rather than interrupt instruction. I will explain to the students
that I reserve the right to call their parents if there is repeated abuse of this privilege as there could be a
medical concern. I will let them know if this is the case and they will have the chance to explain to me
why they feel they must use the bathroom so often.
Windows: Control of the windows will be done by me only. Generally, the windows will be kept closed.
If I wish to open them, it will be done before class starts. Any requests by the students must be made to
me before the start of the bell.
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Classroom Temperature: If there is control within the classroom of the temperature, procedure will be
that only I can change it. Generally, the classroom will be kept cooler rather than hotter. Students will be
informed of this beforehand and can bring layers if they would like to as this is an easy way for them to
control their own temperature.
Personal belongings: Students will have a designated area to place any bulky belongings that may
interfere with my ability to walk the aisles effectively. This will also be the designated area for any
belongings left behind after the bell. Students will be reminded that they are responsible for their own
belongings if they leave them behind.
Handouts: A box will be kept for extra copies of any handouts given. This will have a designated area
available to students. It will go back 10 class days only. It will be organized by using tabs numbered 1-10.
Students can obtain extra copies between bells are on free periods.
Group Work: When there is group work, I will instruct the students how it will happen. In the beginning
of the year, there will not be much group work until I get to know the class, and if there is, I will assign
groups. As I get to know the students, I may allow them to make their own groups. If movement around
the classroom or with the desks is necessary, I will explain that they have a set time to do so and must to
so in an orderly and quiet way. Group work will often be graded. I will explain to the students that I may
lower their individual grade based on their participation in any work produced so they should not expect
to take it easy. On the other hand, I will emphasize that students who may want to do all the work need
to give others an opportunity to get a good grade as well. This will be encouraged through assigning
roles. Throughout group work, I will move around the classroom monitoring the students.
Passes: If no school-wide pass is used, I will keep my own passes. The pass will be given to the student to
fill out and I will sign it afterwards. Students who abuse the privilege will be handled through the
disciplinary process accordingly.
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IV. Daily Routines
Routines allow students to feel comfortable in a classroom and help to manage time effectively. Once
students can become accustomed to the particular routines of the classroom, this will also discourage
misbehavior as students know what actions are required of them on a regular basis.
Flexible Routines:
Entering classroom: Students will be expected to enter the classroom respectfully and quietly. I will be
waiting at the door, greeting them as they enter whenever possible. If I recognize disruptive behavior
coming into the classroom, I will remind them to begin the “Do Now” and write down any new
assignments before class begins.
Do Now: An activity or question to consider will be written on the board in a place indicated
beforehand. The objective as well as what will be covered for the day will be written on the board. Any
assignments will also be indicated with due dates. If a student is missing his or her work for the day, they
will be expected to fill out a “Missing Work Slip” before the start of class.
Flow of papers: A review of what is due for each day will precede the collection of homework
assignments. Papers will be handed to the left of the room and I will collect it from the last row. This will
be the procedure for the collection of any work during the year.
Textbook use: It will be important for the students to be introduced to the features of their textbook at
the beginning of the school year. By going over the way it is organized (headings, subheadings, unit
division, etc.) students will feel more comfortable and this will reduce confusion. A textbook
introduction will also include an exploration of its resources (glossary, images, tables, etc.). Whenever
possible, I will refer to the textbook in a clear and concise manner. For example, I will refer to the table
number and page for clarity. I will recommend that students put this in their notes so that they can refer
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back to it while studying. Assignment of textbooks will be recorded on the first day. If classroom copies
of the textbook are not available, students will be required to bring the text with them to class as it will
be necessary for instruction.
Flow of teacher: Students should expect that I will be moving throughout the classroom through most
activities and instruction. This will allow me to monitor understanding effectively as well as manage
concerns and behaviors.
Exiting classroom: Students will be dismissed by me and not the bell. They will know it is time to pack up
their belongings when I say, “Ladies and gentleman, have a nice day.” If there is time before the bell left,
they are welcome to line up quietly by the door. If this becomes an issue, I will require them to stay
seated.
Closing
Thank you for reading my classroom management plan. I invite you to provide any useful feedback. I am
always open to suggestions as it is my greatest hope and intention to make my classroom a successful
and positive environment. I expect this plan to evolve over time as well as take on unique characteristics
for each classroom as I develop a relationship with my students throughout the school year. I look
forward to the opportunity to do so.