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Mr. Sappa’s Classroom Management Plan

Preamble

My classroom will be a place where scholastics, character building, and strong community are highly

valued. I expect each child will learn how to give their full effort and help inspire other students to do

so. We will have a lot of fun and meaningful learning experiences that coincide with a lot of hard work.

There are many pathways to success inside my classroom. All, however, require various kinds of

individual and group work. It is my intention that each student will maximize their unique potential and

be equipped with the tools necessary to become lifelong learners.

Lifelong learning is sustained through attributes of good scholastic training, but also of great character. I

will often talk to students about training ourselves in the art of “learning how to learn”. But even still,

each student must build the character which allows them to “take responsibility for their learning”.

Thus, in the classroom students must have ample opportunity to encounter and conquer obstacles and

revel in the intrinsic feeling of success with explicit knowledge that perseverance and hard work pays

off. However, no matter their individual efforts students will learn to give thanks and recognition for the

support and help they received form their classroom, family or greater community. The recognition of

community in their successes will help them better recognize when, where, and why they should help

and support members of their own community.

Community building is essential to learning in the classroom and in real-world experiences. People need

to feel supported and that they are able to adequately support the ones they care about. In the

classroom learning is best done when students feel safe, secure and cared for. With a strong community

surrounding them, students will feel better about taking risks and be motivated to persevere and

overcome failures, instead of allowing failure to overcome them or prevent them from engaging further

with the learning process. Lastly, strong communities allow for productive and engaging group learning.

The collective achievements of human-kind are due in large part to our ability to learn socially or

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construct meaning together. Significant learning opportunities within the classroom can also be

achieved and solidified through social/group construction and the stronger the classroom community

the stronger the learning.

Preventative Discipline

Preventative discipline is the key creating a safe and productive learning environment in my

classroom. The preventative discipline portion of this classroom management plan, when employed

correctly and comprehensively within my classroom, should take care of the majority of all discipline

needs within my classroom. If the current plan does not, then an evaluation of the plan elements and of

my implementation, consistency and follow-through should be examined for weaknesses. There are five

major areas that I will need to monitor closely. They are: procedures, values/rules, community building,

responsibility, and student engagement involving constructivist philosophies, differentiation and high

expectations for all students, as well as integration and layered curriculum to increase student

ownership.

Overview of the Four Major Areas of My Preventative Discipline Plan

1. I will teach procedures most of the first day and continue focusing heavily on teaching

procedures for the first two full weeks. (Charles pg. 105, Wong) I will also continually revisit

them throughout the entire year, especially after holidays or as we approach any new

learning activities which may require new student groupings or physical classroom

arrangements. Often teachers are too concerned with timelines and dive right into core

curriculum and give little attention to procedures, which will lead to teachers battling

management issues all year long - essentially wasting more time. (Charles pg. 105, Wong)

I will create a list of all procedures for my students, which I will carefully audit, before the

school year begins, for conductivity with school-wide procedures and the layout of my

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classroom. Although there will likely be some modifications to your procedures that happen

throughout the school year… I would like to limit the chances of this happening by having

everything well-thought-out. I will need procedures for: entering the school, entering the

classroom and getting started, using the bathroom, getting drinks, each type of transition,

going to pull-outs, answering questions in various types of learning tasks, using and

monitoring various working noise levels, what it looks like to follow the rules and how to

complete the requirements of each consequence, language arts and math centers, science

experiments, recess, lunch, checking out classroom library books, chores, homework logs,

take-home communications, lining up, traveling the halls independently and in groups,

emergency drills, end of the day/leaving the class and school, and without question more

procedures will illuminate themselves as I begin to set up my classroom and plan our

curriculum units. I can see from the enormity of this list how many sets of instructions

students are asked to follow, aside from learning actual curriculum and just getting through

the logistics of the day. Maybe this is why Rick Smith says to aim for over-teaching

procedures and then maybe you’ll finally teach them enough!

Because of the enormity of procedural practices it is important that I predetermined specific

vocabulary to use alongside procedures. If I use varying verbal commands from hour to

hour or day to day, students will have a more difficult time locating which procedure or

action I am asking them to perform. For ELL students, visual learners, and just because all

students rely heavily on body language… I will also try to be consistent with hand gestures,

body positioning and employ picturial signals to help convey a consistent message. I will

however, explicitly introduce new signal vocabulary, body language, or pictures as needed if

I find that the students are growing tired of the originals.

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2. In my classroom there will be two overarching core values and 4-6 general rules. I will allow

the students to help me brainstorm rules and discuss appropriate consequences for

breaking those rules. I will however, dictate the core values/principles for the classroom

which are: To Be Courteous and Honor Yourselves and Others as Learners (Curwin and

Mendler). The values will be examined at length, using children’s literature examples,

community circles, and writing activities.

3. Community building activities such as those found in Because We Can Change The World, by

Sapon – Shevin and Reaching All by Creating Tribes Learning Communities, by Jeanne Gibbs.

Just as Sapon – Shevin have organized their book in a logical progression of themes… I will

begin with community building activities that deal first with schools as communities, then

sharing ourselves, then getting to know others well, and furthermore, places we all belong,

setting goals and giving support, working together, and finally speaking the truth and

empowering ourselves. If students seemed to need to spend more time in a particular

theme or go back and revisit a theme, we will.

Building a classroom community is vital to fostering learning and also to preventing

misbehaviors. If students are connected as a community they will fill much safer to explore

learning activities, especially group tasks; and they’ll be less likely to engage in combative

behaviors toward each other. They can also gain perspective about how their own actions

can and do affect other people! There are also daily routines which will reinforce our

classroom as a community such as: earning preferred activity time (Charles pg. 129, Jones),

classroom jobs, group work, community circle, problem solving sessions, shared learning

goals (Sapon-Shevin pg. 89), and classroom pets.

I must also realize that amongst my efforts to get my students to act as a strong community

of learners, I cannot forget that I am an important part of community. Myself as the teacher

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must assure that I am setting a good example of the type of community members I expect

my students to be. I must be honest, diligent, empathetic, etc. I must also set the proper

tone for the classroom. I cannot expect my classroom community to have a positive, fun,

and productive spirit if I do not portray that same spirit. Marshall talks specifically about

Theory Y and positivity as an emotion of optimism. Theory Y rejects the notion that

students innately avoid work and are disobedient and must be threatened into compliance.

Rather, theory Y states that students will happily do their work and behave if they feel a

sense of optimism! He goes on to stay that Optimism is directly linked to the teacher’s

positive attitude. (Charles pg. 129) Another adamant supporter of teacher optimism is the

awesome teacher and author of “Teach like Your Hair’s on Fire” Rafe Esquith. He more than

sums up the meaning of teacher optimism in his book, when he states: “successful

classrooms are run by teachers who have an unshakeable belief that the students can

accomplish amazing things and who create the expectation that they will” (pg. 53). If I

allow my own or my student’s struggles to have a negative effect on the classroom climate, I

could kill the optimism and invite misbehavior and ill feelings toward learning.

4. Student engagement and engaging curriculum go hand in hand. The aim of engaging

curriculum is to connect the student’s personal lives, experiences, and scholastic

background knowledge to new curriculum in relevant and dynamic ways. I will use

constructivist teaching methods in order to achieve the abovementioned. I will employ

social constructivist teaching methods allowing students to work together, pool their

collective knowledge, and construct new knowledge with peers. I will also use layered

curriculum to evoke choice and personal responsibility… as well as integrated curriculum to

help motivate students. As students employ their knowledge and skills outside of isolation

they typically make motivating real-world connections about how various forms of

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knowledge and skill interact. This is most obvious in the application phase of a dynamic and

constructivist classroom’s learning cycle, where students combine multiple skill sets to build

portfolios, posters, reports, models, play skits, videos, etc. Differentiation will be employed

in order to keep students, at various levels, motivated and engaged to within their individual

zone proximal development.(Maxim, pg. 316)

One last overarching idea about student engagement is I should always strive to know my

students better! Not only should I get to know their interests in the beginning of the year,

but I should watch how students change throughout the school year. This will allow me to

let them explore their budding interests within the context of the classroom, which is highly

motivating. This will also begin to show students that they can take responsibility for and

gain control of their lives through the act of learning. The goal is to make students become

self-motivated lifelong learners and that is best achieved if students make the connection

between learning activities and real-world achievement.

Supportive Discipline

Supportive discipline should only make up about 15% of a discipline plan. Supportive

discipline may be thought of as “reminders to students to self-correct their behavior or stay

on task”. First I must maintain a clear definition, in various types of learning tasks, of the

difference between acceptable and unacceptable behavior. (Charles, pg. 15) It is best if I am

consistent with my message to students about when to self-correct in each type of

environment. Expectations for behavior in various types of learning tasks and environments

were covered with students during the learning and practicing of procedures. So I can

quickly and easily reference those procedures with students at the beginning each learning

task, trip down the hall, etc. Then, I’ll be poised to lend supportive discipline to my students

and they’ll be better poised, via clear expectations, to receive it. One major word of wisdom

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is given by Morrish: “do not overlook small misbehaviors, as *is+ advised in many discipline

programs. When teachers overlook small misbehaviors, they are soon overwhelmed with

explaining negotiating, and tending to consequences (Charles, pg. 87).” This doesn’t mean

that I must become a nagging teacher who hates the sound of his own voice (Charles, pg.

121, Jones). Rather it means that I must find effective ways to address typical small

misbehaviors through non-verbal techniques or within my preventative discipline measures.

One key note: I will assure that the system is free of perpetuated guilt and that if students

can self-correct, then all is well.

Examples of how to remind kids come in verbal and non-verbal forms. Following are

examples of some supportive discipline techniques I will use in my classroom.

Verbal:

a.) Acknowledging positive behavior/using positive consequences (Charles, pg. 292) by

saying, “I am pleased with the way table 4 is working together” or “Jose is doing such a

nice job folding his arms – thank you Jose”.

b.) Any verbal praise.

c.) Ask student to give you any distracters, by saying, “I need to hold that because it’s

keeping you from thinking”. (Ekins)

d.) Re-teaching procedures as needed.

e.) Send a complimentary note home or call home when a student has had a success.

(Charles, pg. 292)

f.) I’ll employ ENVoY technique of decreasing the noise level in the room by waiting for a

lull/decrease in classroom noise before speaking, and then use a lower tone. This has

the effect of lowering the noise level in the room.

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Non-verbal:

a.) I will use proximity to the student – sometimes just standing next to a student triggers

them to monitor/assess their actions for misbehavior and then practice self-control to

correct the problem.

b.) Using influence instead of power and extending proximity ideas with ENVoY techniques

- I will stand over a shoulder and after making eye-contact, nod at their work. That

way, they know that I want their work done, it’s non-verbal and effective.

c.) I will use the ENVoY MITS technique of waiting/standing still for 20 seconds when I get

into teaching session, out of teaching session, and after giving instructions for a task

before mingling amongst students. This will show students you expect them to begin

working and you are modeling concentration. It is also a nice tool for me to locate

which students really need my help or a reminder to get started before I begin mingling

and helping students.

d.) Take a class break if students are worn out or been sitting long.

e.) Give non-verbal praise such as winks, nods, smiles and pats (Charles p. 292)

f.) Give students a stern look.

g.) Use previously practiced hand gestures/attention signals which get students in

compliance.

Corrective Discipline

Corrective discipline refers to “the steps taken by teachers to end student misbehavior”

(Charles, pg. 300). I will handle most corrective discipline within my own class. If students have

excessive violations within my system or display an attitude of indifference towards my basic classroom

system, I will need to heighten the level of intervention and possibly include the other staff members

such as the social worker, principal, or behavioral specialist, etc. I will also have a protocol for involving

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the parents or grandparent, etc. in escalating degrees. The first degree of parent involvement in

corrective discipline is found within my regular corrective system, in the form of a letter written by their

child/student. I will converse with other staff members to inform myself about their availability to

support my corrective discipline program and inform them of the steps I’ll of already taken prior to

bringing the student to them, as well as what my goals are for their involvement. It is always a good

idea to examine the reason behind any chronic misbehavior. Therefore, I will use Spencer Kagan’s ideas

about win-win discipline and long-term need based goals in order to work with the student to identify

“why” they are misbehaving and how we can change that. Some examples Kagan gives for the

misbehavior are attention seeking, avoidance embarrassment, anger, control seeking, etc. And then,

the corresponding goals we should help the student achieve to quail the misbehavior and grow good

habits are: self-validation, self-confidence, self-control, self-determination, etc (Charles, pg. 162) Kagan

lends many ideas about interactions that I can have with students to teach and support them in gaining

better self-regulation. One I like a lot is called “same-side-chat” where teacher and student chat in a

friendly way in order to foster the sense that they are indeed on the same-side and working together

toward a situation for all. (Charles, pg. 163, Kagan) Once the reason is located then a plan for helping the

student correct the behavior will be devised.

The basic classroom system of corrective discipline which I will employ will force the student to link the

misbehavior to a specific class rule and value which they violated. After preventative and supportive

discipline measure have failed to correct the misbehavior, I will continue to show consistent follow

through and employ the corrective system I call “the self-awareness tracker” (Ms. Ekins). In this system,

each student has a file folder. Inside there is a 3 column 3 row graphic organizer… called their “choices

card”. The columns labeled: date, choice, and consequence. Under the date column students will write

the date of the violation, under the “choice” column, each row bares the message “I made a CHOICE to

NOT…” and then all the rules and the two classroom values follow underneath. The student then circles

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which rule they broke and which of the values “courtesy” or “honoring learners” or “both” the choice

goes against. The “consequence” column lists the consequences in levels from easiest to hardest and

the student circles their consequence. For each offense that occurs on the same date, the consequence

level increases. For example: the second tier of consequence will echo the loss of 1 minute of recess or

their individual preferred activity for every year old they are; and it will echo the thoughts about

consequences which the class discussed during the rule making session. There can be alterations made

for certain special circumstances where the consequence needs to more closely match the offense… like

when earning the right to go on a field trip. In rare circumstances alteration can be made for students

on a special contract. After dating and completing all the required information, the student puts their

paper in the drawer below the file folders which correlates with the number violation they are on for

that day. Aside from its disciplinary functions, this process is advantageous because it serves as an

automatic form of record keeping and serves a scholastic purpose – using higher order thinking to

analyze and evaluate their actions in the context of the classroom values and then translate those ideas

into writing. Within the process of examining their actions it gives the student explicit insight into how

they can avoid further consequence and be a better community member. These ideas will be

supported in community circle time where we will address any prevalent misbehaviors on a semi-regular

and as needed basis.

Classroom Procedures

I talked in great length about the importance of procedures in the preventative discipline section. I

listed a plethora of thins which you would need procedures for. Here I randomly describe a few in

greater detail:

a.) Bathroom use: As with all things in my classroom my aim will always be to get students to

regulate their own behavior. So, students will be allowed to use the bathroom ANY time during

independent work. But, they only get three bathroom passes per day. These passes are made

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of magnets with their names glued on them and are placed near the classroom door. As they

leave to use the restroom they will pull off a magnet and drop it in a box. They cannot ever use

the bathroom during whole class instruction, except in emergencies, BUT they must be willing to

pull their “choices card” and receive a consequence for not self- regulating their bathroom use.

This may sound harsh, but it is rare that they will need to use it as an emergency and it will

teach students to think ahead and plan self-regulated routines for responsibly attending to their

own needs!

b.) Absent Students: If a student is absent it is their responsibility to complete some of the missed

work. There will be a dated folder where ALL the homework from each day will reside for a

period of one week (this way, students who miss multiple days or any student who was not

absent but lost their homework can also get their stuff). The absent student’s responsibility

does NOT stop there. They will need to stay after school or find a time during centers to talk to

me about completing any other in-class work or receiving instruction they missed - if I feel they

cannot do without! We will set aside time to do peer tutoring during the next few days to catch

them up… or friends may be able to tutor them after school, either at school or home (we will

need to call parents to set this up).

Treating absenteeism as a very serious loss of learning that must be caught up, it shows the

students how important everything we do at school is. By having the students complete their

missed work they will be better prepared for situations in secondary school, college and life

where you must take responsibility for your own learning.

c.) Classroom Arrangement: There will be a place for everything and everything in its place!!!

Students need structure and they need to learn the value of organization. Thus, the classroom

needs to be a place that models that. Secondly I would like to try to find a way to configure the

seating in a V-shape, with my conference ready desk and the Elmo or overhead projector in the

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middle of the V. This arrangement should put me in a very good proximity to students at all

times – I have never liked the idea of a teacher’s desk off in the corner with a million things piled

all around as I see in many classrooms. Typically classrooms have cabinetry opposite of the

white board which will subsequently be right behind my desk… I will make use of some cabinets

for many of my things. I will then make use of the periphery of the room for gallery space,

library, and various math and science centers/work stations. Pertinent student generated

productions will be usefully placed on the walls to be used as a resource for students. For

example: students will create posters for explaining math concepts using representational

drawings and abstract/algorithmic examples. Also, when applicable there will be work stations

placed below these posters, allowing students to work with concrete models/ manipulatives to

express the concept.

Parent/Guardian Communication

It is important to keep lines of communication very open with parents and assure them that they are

always welcome to talk with me. In regards to discipline I plan to have students write their parents as a

mid-level consequence in my corrective discipline system. I also believe that if there are further

disciplinary actions that need to be taken that the parent should know about all of those measures.

Here is an example of some of the communication I will give to all parents in regards to standard

procedures and opening up the lines for them to be involved in their student’s education.

a.) Each student will be given a yellow folder, which will hold homework on one side and notes for

parents on the other side. There will also be an index card glued inside which bares the title

(written by students) of any notes I send home. Parents will sign by the title once they have

received the note and then all I will have to do is check the index card to see if parents received

the communication.

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b.) I will send the requisite “beginning of the year letter” home to parents. This letter will welcome

their student and the family into the school year and explain my philosophy, give them

background on me, and a few procedures for parent/teacher communications and helping their

students learn. Example of a portion of the letter: “I welcome your inquiry into your student’s

education and hope you ask me about anything that is unclear. Often times the way we teach

kids today is not the same as when you or I went to elementary school, so please do not

hesitate to ask me for clarification about how you can best tutor your child. Whatever you can

do to help your child at home is greatly appreciated. I know and respect that you are extremely

busy, so we should use your time wisely. Therefore, please expect a few calls or notes from me

throughout the year about how to best use your times when assisting your child. In the

meantime, just do the regular homework and read with your child.”

This concludes my classroom management plan, but I am sure as I come to understand my future

school, student body, and room configuration things may change slightly. Also, any good teacher will be

well prepared and follow through with their plans – giving them a chance to take hold and work their

magic. But, a good teacher will also recognize when pans are not working at an optimal level and make

adjustments. There is always room to improve and build onto ideas, and my classroom will be no

exception.

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Bibliography

1. Charles, C.M. (2011) Building Classroom Discipline (10th edition). Boston, MA: Pearson.

Note: This book is constructed by Charles, but contains works from many other authors.

Because I want to keep track of the original author as well as reference the Charles book, I will

site it in-text as such: (Charles pg. 131, Jones) or I will mention Jones in the structure of the

sentence and then reference Charles in parentheses. Jones states that you must have back-up

systems of discipline (Charles p. 131)

2. Curwin, R. L. & Mendler, A. N. (1999) Discipline with Dignity. Upper Saddle River NJ: Merrill

Prentice Hall.

3. Gibbs, J. (2001) Reaching All by Creating Tribes Learning Communities. Windsor Heights, CA: Center Source Systems LLC.

4. Grinder, M. ENVoY Seven Gems DVD - (Watched in class)

5. Sapon-Shevin, M. (1999) Because We Can Change the World, A Practical Guide to Building

Cooperative, Inclusive Classroom Communities. Needham Heights, MA: Allyn & Bacon

Publishers.

6. Maxim, G.W. (2010) Dynamic Social Studies for Constructivist Classrooms. Boston, MA: Allyn &

Bacon Publishers.

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