Management Plan: Section 2

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Albert J Montanez

EDU 3263

Complete Management Plan

May 7, 2022

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I. Table of Contents

II. Introduction to discipline………………………………………………………………………………. pg. 3

Welcome letter to parents ……………………………………………………………………………. pg. 4

III. Classroom map description …………………………………………………………………………… pg. 5

Map and teacher path ………………………………………………………………………………….. pg. 6

IV. Classroom lesson plan …………………………………………………………………………………. pg. 7-9

V. Weekly/ Monthly newsletter description …………………………………………………….. pg. 10

Newsletter example templates ………………………………………………………………… pg. 15-16

Make-up work and Grading procedure ………………………………………………………… pg. 11

Safety plans …………………………………………………………………………………………………. pg. 12

Safety plan example templates ………………………………………………………………… pg. 13-14

VI. Behavioral management …………………………………………………………………………… pg. 17-19

Positive and Negative management …………………………………………………………. pg. 17-19

VII. Reflection ……………………………………………………………………………………………………. pg. 20

Supplemental examples introduction ………………………………………………………….. pg. 20

VIII. Supplemental material ……………………………………………………………………………… pg. 21-23

References ……………………………………………………………………………………………….. pg. 24-25

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Welcome to Our Class

Classroom 6 Management Plan

Mr. Montanez

Grade 1

Ralph Dunlap Elementary

Rules: Consequences:

Listen and follow directions

Keep hands feet and objects to yourself

Be kind to others

Raise your hand for your turn

1st offense – verbal warning

2nd offense – short time away from group

3rd offense – Time out from recess

4th offense – Detention

5th offense – Visit to the principal’s office

Positive reinforcement:

Verbal praise Awards

Stickers/Stars/Happy faces Treasure Box

Class parties Positive Notes Home/Phone Calls/Emails

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WELCOME TO OUR CLASS

Dear Parents,

It is a pleasure to have your child in our class.

To start off the year right, we are sending you this

Parental Survival Handbook that has been

assembled to help you understand our homework

requirements and other important information that

will enable us to make this a very positive and

rewarding year. We feel as though open lines of

communication between the parent, student, and

teachers are the key to promoting an educational

climate that is conductive to learning. Please feel

free to contact me if you have any questions or

need answers on any situations this school year. I

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look forward to building a relationship with all and

look forward to an amazing year.

= Teachers path during class

This is a map of a classroom that I observed while my oldest daughter was in

kindergarten. From my memory the teacher spent most of her time in front of the classroom

desks, near the entrance door. I do believe some students were naturally ignored because of the

big class sizes. At the time the classroom cap was 32. I’m not sure if it has gone up since then, or

not. The teacher allowed freedom to the students in the reading area and spent the 2nd most

time behind her desk observing.

The classroom arrangement did influence the teacher’s movement because it was the

only pathways in the classroom. I believe the classroom should have had more room to walk

and congregate. I would try to condense some of the room, especially the bookshelf items. I

would also implement some technology, which might have happened in the present.

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Bo

ok

sh

elf

Boo

ksh

elf

Ba

Reading Area

Door – Ent.

Door - Exit

Teacher Desk

Nap Area with Cushions,

blankets, and Pillows

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Our lessons will be structured around an effective learning environment. The lessons will

begin with group instruction with me being very involved. Also, there will be a daily schedule

that we will follow, detailing tasks and times. Towards the middle of class I will allow reading

times with groups and I will have the kids ask me any questions they may have (Jones &

Jones, 2016). Lastly, the students will have free time to read independently. This will be the

differentiated style of learning. I would focus on a lot of comprehension through books and

activities (Jones & Jones, 2016).

My lessons will begin very soft and specific, to allow the students to ease into the lesson.

The beginning of the day will be the easiest time to gather the student’s attention. Students do

often attempt to buy time and socialize before the beginning of a lesson. I would use the room

to allow for comfort (Jones & Jones, 2016). Also, having a cue for gathering the student’s

attention will be equally as important. Patiently wait until all the class in at full attention to

begin my lessons, removing all distractions. I would guide the students through the lesson plan

and all activities, along with expectations of the day. Starting the day with a motivational activity

would create a positive environment (Jones & Jones, 2016). To summarize the day, I would

use journal entry to gather what the students have learned. In groups, I would have them share

with each other what they have learned. As a whole classroom I would also go over a summary

of the entire day to remind the students of the lessons (Jones & Jones, 2016).

In a group setting I would like to do a student-centered assignment that only needs me

to perform question answering. I would monitor the students understanding of the topic and

occasionally ask for the groups input on the topic (Jones & Jones, 2016). I feel that the key Is

to allow the children to work independently without the assistance of the teacher unless it is

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needed. Having questions and activities involving answers from the students is a great way to

monitor their understanding (Jones & Jones, 2016).

I believe organizing fun activities for group gatherings is a good way to make for a fun

activity (Jones & Jones, 2016). Teachers can line up by their birthday months and day. The

students with the closest days can become partners. This works even if you need bigger groups

as well. Also, you could allow the students to wonder and ask each other if they will be partners

(Jones & Jones, 2016).

Developing a proper set of rules and procedures in the classroom is essential to making

it easier to get the students attention when it is otherwise distracted (Jones & Jones, 2016).

Having a word that is meant to get the attention of the students and is meant to quiet them.

Something my children’s teachers used to use to gather their attention was, “Criss cross, apple

sauce”. Once the teacher used this phrase, all the students would quiet down and sit on the

floor in an organized manner (Jones & Jones, 2016).

Some methods to pacing the lesson would involve things like developing awareness of

your own teaching tempo (Pacing Lessons for Optimal Learning, n.d.). Watching for

non-verbal cues such as boredom, confusion, and/or restlessness (Classroom Rules | Teaching

Resources, 2022). Also, dividing activities into short segments in order to keep the attention of

the students (Jones & Jones, 2016). Allowing for short breaks can keep a child’s mind fresh

for the next lesson. Lastly, do not overkill with paperwork (Pacing Lessons for Optimal

Learning, n.d.).

Multiple intelligences are important to keep in mind when teaching a classroom full of

students (Marenus, 2020). This includes adults, they all have varying speeds and depths of

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learning (Jones & Jones, 2016). The diversity of learning will require a teacher to have

multiple ways of learning a lesson. This especially is necessary when there are ELLs in the

classroom. For example, some English language learners would be on a lower level of reading

comprehension and that would require me to have different levels of books in my classroom

(Marenus, 2020). As I monitor the progress and skill level of the students, I would plan to go

over the results and get input from students as well. I would share test scores at the beginning

of class in order to give the students time to access the results and ask me any question they

may have (Classroom Rules | Teaching Resources, 2022). I would use the class portal to post

results for the benefit of the parents as well. Open communication with the parents is essential

to gathering trust and processing any questions they may have about their child’s progress.

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A. Examples of Weekly News Bulletin (page 15)

This weekly newsletter will be targeted towards the kindergarten age. The weekly

newsletter will be very simple and clear. The goal is to allow the parents and family to

understand what we will be doing for that week. It will begin with a brief examination of the

past week. There will be the upcoming expectations of the classroom and what the parents can

expect for the week. Dates to remember, sight words, reminders, and a look into the next week.

An example is attached to page 3.

B. Examples of monthly newsletter (page 16)

This will be similar with the information provided in the weekly newsletter. It will have

more of a calendar look to it with brief descriptions of each day in the month. I would break

down the newsletter in 6 sections of Monday through Friday with occasional weekend

information on it for the parents and families to work with their children. It will explain

worksheets and activities that have been done each day and what should be due each day.

Adding incentives at the end of the monthly newsletter, I would hope to achieve motivation

outside of the classroom as well as inside.

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C. Makeup Work Policy

Makeup work and late work will be a simple policy for the kindergarten grade group. I would

always accept late work, especially with a solid reason why. Of course, the policy would have to

coincide with whatever the school’s policy. Fortunately, grading is not as important in

kindergarten as progress towards the 1st grade is. This makes makeup work and late work an

easy acceptance as a teacher. I would have this on the syllabus for the parents and families to

have in their records.

D. Grading Procedures

This will also be in the syllabus. I. Homework percentage will be more of an informal good

job sticker to build up motivation. II. Classwork will be in the weekly newsletters and monthly

newsletters. I would show details of what activities are expected to be completed and how. III.

Class participation would also be discussed in the weekly and monthly newsletters, for a more

specific information handout for the families. The syllabus would also have what is expected for

class participation. Class participation would be abundant and plentiful for kindergarteners. IV.

And V. Aside from the state standard testing I would have no testing or quizzes for this age

group. VI. Projects will be mostly done in class, with crayons, markers, teacher safe scissors, and

other materials.

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E. Safety Plan (pages 13, 14)

This will have the plans for a fire drill, a lock down, and any other safety hazards or

requirements to safety that the children could possibly encounter because of outside

circumstances.

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Encouraging positive student behavior is important for classroom moral and motivation.

In my classroom I plan to encourage the students as much as possible. Of course, I will only do

so with positive behavior. Giving positive feedback to my students goes a long way (Jones &

Jones, 2016). This is one of the most effective ways to encourage the students regardless of

their grade level. Another way I would promote encouragement is to set realistic expectations

for the students and then celebrate them when necessary (Jones & Jones, 2016). With the

younger classroom I would use stickers and positive notes on worksheets and even send notes

to parents to help them celebrate their child’s success with them. Lastly, showing my excitement

for the work that my student has done in and out of the classroom is important (Jones & Jones,

2016). This can be contagious, and the students really notice a teacher’s energy and happiness,

which rubs off.

When students are behaving negatively it is important to identify the issues early and

often. Once you identify the behavior problems differentiate the discipline from the behavior

management plans (Jones & Jones, 2016). Discipline is, and should be, different form a behavior

management plan. Using preventive, initial, and follow-up interventions can help immensely.

These can alleviate a lot of simple misbehaviors in the classroom. Sometimes a simple seat

change that brings the student, going through the behavior issues, closer to the teacher (Jones

& Jones, 2016). Also, common classroom disruptions can cause some problems, such as,

difficulty getting the attention of the classroom (Jones & Jones, 2016). In this instance you can

use signals to get their attention, something preferably soothing and unusual (Jones & Jones,

2016). You should also create a space in the class to gather the student’s attention.

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The behavior management plan will be proactive, productive driven, behavior

accommodation for students with behavior problems, promote responsibility, produce

predictable behavior, and improves teach-student relationships. After I differentiate discipline, I

would collect perceptions of behavioral issues. After this observation and the data is collected, I

would analyze the misbehavior and connect them in some way. From there I would create a

classroom procedure to curb certain behavior (Jones & Jones, 2016). Lastly, I would write rules,

set-up consequences, separate time for praises and rewards, and have positive and negative

solutions for behavior (TEDx Talks, 2017).

In order to maximize the effectiveness of my classroom management I plan to bring in a

lot of positive reinforcement and I will plan to increase student motivation in various ways . In

order to do so I would start by understanding and valuing the learning goals before I teach them

to my students (Jones & Jones, 2016). As an instructor it is also important to understand the

learning process before I can have them understand it. Developing a functional development of

learning is key (Jones & Jones, 2016). Actively involving myself in the learning process will help

for a smooth classroom with plenty of hands-on help for the students. Active participation is

shown with increased motivation and achievement when the teacher is involved more (Jones &

Jones, 2016). Next, I would attribute their likes and interests to some learning goals. This, along

with using their strengths in language and learning styles, really brings success in your results in

the classroom. Having time to learn, being a role model, offering rewards for good behavior,

allowing for all to succeed and experience it, being supportive, and having safe, well-organized

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learning environment will all help me in the process of having a successful classroom (Jones &

Jones, 2016).

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In order to complete a classroom management plan, you need realistic management

strategies. Having the proper strategies in place are essential for each student’s ability to learn

and become socialized in elementary school classrooms. Combining all of these management

strategies establishes a child’s educational, behavioral, social and group work foundational skills

required at all subsequent levels of schooling. Simple tasks as, using attention getting signals to

gather the attention of all the student’s when their little minds might be wondering somewhere

else. It is also important to teach expected classroom behavior. Usually, children that come from

different cultures, social, economic, and religious backgrounds can be difficult to teach the

standards. Also, visually displaying student’s positive and negative behaviors can prove to be

exceptional to show the children how they are behaving and what they need to do to make it a

positive relationship.

Some worksheets and other materials I would use in class are provided on pages 21-23.

It is important to have plenty in your classroom management curriculum.

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References:

Jones, V. F., & Jones, L. S. (2016). Comprehensive classroom management : creating

communities of support and solving problems (11th ed.). Pearson.

Classroom rules | Teaching Resources. (n.d.). Www.tes.com.

https://www.tes.com/teaching-resource/classroom-rules-6344143

Marenus, M. (2020, June 9). Gardner’s theory of multiple intelligences. Simply

Psychology. https://www.simplypsychology.org/multiple-intelligences.html

Designing Effective Classroom Management. (n.d.). Www.marzanoresources.com.

Retrieved April 18, 2022, from

https://www.marzanoresources.com/resources/tips/decm_tips_archive

Pacing Lessons for Optimal Learning. (n.d.). ASCD.

https://www.ascd.org/el/articles/pacing-lessons-for-optimal-learning

ACN Latitudes – Association for Comprehensive Neurotherapy. (n.d.). Retrieved April

29, 2022, from http://latitudes.org

Questions to Make Policies for Dealing with Late Work and Makeup Work. (n.d.).

ThoughtCo. Retrieved April 29, 2022, from https://www.thoughtco.com/late-

work-and-make-up-work-7731

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(2022). Duckduckgo.com. https://external-content.duckduckgo.com/iu/?u=https%3A

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