Classroom Management Plan
Lynsie L McIlhinney
Liberty University
EDUC 304 Classroom Management for Teachers
Mrs. Pickard
1
2
Abstract
As an education professional it is necessary to outline a foundation for principles of classroom
management prior to when they are needed. Proper prior planning will allow me to have a solid
approach to how I plan to teach the students in my classroom. Before beginning the school year,
I will construct a classroom motto, re-evaluate my personal teaching philosophy and how it
affects my classroom management, the diversity in my classroom, classroom arrangement,
classroom procedures, my communication method with families, and my philosophy on
discipline. I am preparing myself for success by preplanning the details of my classroom.
Keywords: principles, management, philosophy
3
Classroom Management Plan
“Classroom management!involves teacher actions to create a learning environment that
encourages positive social interaction, active engagement in learning, and self‐motivation.”
(Burden, 2017) Classroom management is the term teachers use to describe the plans they create
to ensure the classroom runs smoothly without disruption.
Classroom Motto
“I will instruct you and teach you in the way you should go; I will counsel you with
my loving eye on you.”!(Psalm 32:8) I chose this bible verse because I became a teacher
because I love children, I want to make a difference in a child’s life. As teachers I believe
we take a hand, open a mind, and touch a heart. “I’d rather have hope and look foolish to
others than give up, throw up my hands, and say, ‘that kid never stood a chance anyway.’”
(Unknown) I chose two mottos, I believe as teachers we are role models to so many
students, often times our students spend more time with us than their own parents. It is so
important to use that time responsibly.
Philosophy
I believe all students are individuals, and each student learns in a unique way. I use
multiple methods of teaching to ensure every student understands. It is important when planning
curriculum to make the experiences accessible and responsive to all children and their needs.
(Marshall, 2019) As the teacher you have a responsibility to recognize the diversity within your
classroom, these diversities could include English language learners, children with special needs,
and students from different cultures. (Marshall, 2019) Lesson plans will be adapted to meet the
needs of each individual student. To prevent misbehavior, I will maintain focus on teaching,
understand my student’s needs, understand and respect cultural differences, know what is
4
causing the misbehavior and how to deal with it, and use the principle of least intervention when
a misbehavior does occur. (Burden, 2017)
Classroom Diversity
I teach at a Jewish community center that houses an early childhood education center. I
teach the transition room from infant to twos; the majority of my students are between the ages
of fifteen months to two years old. I have four Jewish families in my classroom, the rest have not
specified a religion. We have a kosher classroom, which I believe makes us unique. I have one
male student who is developmentally delayed and wear braces on his legs and attends physical
therapy. I have a female student who appears to have down syndrome.
Learning Environment
I believe everything is set up in my classroom to be equally accessible by all students.
Before the student with the developmental delay was walking, he was provided his own sit-to-
stand walking toy to accommodate his physical delay. I have bright colorful posters at toddler
height throughout my classroom to motivate my visual learners. We do focus on these posters
during small group sessions. For my auditory students, we listen to music frequently. We also
sing songs during each circle time; we have three circle times a day. For my verbal learners we
recite the alphabet multiple times a day and read many books throughout our day. I believe my
students learn best through play, most activities I plan are physical and social. “Warm, sensitive,
and responsive relationships help children feel secure. The safe and secure environments built by
positive relationships help children thrive physically, benefit from learning experiences, and
cooperate and get along with others.” (NAEYC, 2020)
5
Room Arrangement
I have a diaper changing station centrally located in my room behind a baby gate which
allows you to visually see the entire classroom while changing a diaper. My classroom is set up
with learning centers which have simple themes. I have a center for blocks, trucks, a reading
nook corner, puzzles, pretend play, and a climbing caterpillar. In the center of the room I have a
set of shelves that discourage running around the classroom. We have plenty of space to play in
our classroom, which is good for this age range, but we also have space to sit as a class and focus
our attention on circle time or a good book.
Student Motivation
We use a concept called super friends in our classroom to promote positive behavior.
There are qualities that go along with being a super friend. In order to be a super friend, we use
nice talking, gentle hands and feet, look with our eyes, listen with our ears, take turns with toys,
6
and we go with the flow. When we notice a student in our class being a super friend, we make
sure to praise the student for being a super friend. We also use cue that reminds the students how
to behave like a super friend. We are constantly showing the children that they are loved. Praise
and attention motivate the students to follow the rules. We prioritize rules, we do not have an
overwhelming number of rules in our classroom, we start off the year with rules based off safety
and gradually work on the other behaviors over time.
Classroom Procedures
Before every mealtime we have a circle time. We sit together in a circle; everyone is
expected to try and sit. We use this time to read a story, sing songs, count, recite the alphabet.
The first few weeks of school circle time is a bit messy but once a routine is established, they
love circle time, and we allow the students to pick the songs.
After every diaper change and before every meal we must wash our hands. Our students
know our schedule to wash our hands. We have cue cards in the bathroom that help guide our
toddlers through the steps of handwashing. We follow the same routine every day and it helps
the students know what is happening throughout the day.
When we get ready to go outside the students sit on the carpet. In the winter months this
is how we put their coats on them. In the summer months this is how we ensure that every
student gets sunscreen and bug spray.
After snack time the students put their sippy cups near the sink before they leave the table
area. This communicates to the teachers that they are done with their snack. After each meal we
wash their sippy cups and refill them with cold water.
Classroom Rules
7
We keep our hands and feet to ourselves. Although it can be so frustrating to have limited
words to express your feelings when you are frustrated, we do not hit or kick our friends or toys
because we are upset. When a student uses their hands or feet when they are angry, we discuss
their feelings and how frustrating it must be, but that we need to keep out hands and feet to
ourselves. We use walking feet in the classroom. Most of students have just started walking
when they come to my classroom and have balance issues, running increases the risk of falling
and injuries. Also, with thirteen children in a classroom running in the classroom creates chaos.
We do not bite our friends or our teachers no matter how frustrated we are. Use our inside
voices, we have thirteen kids, and other classrooms around us we will disrupt if we are yelling.
Consequences
When students are using on task or positive behavior, we use our super friend
compliment. It is a big reward to be recognized as a super friend. When we notice a student is
on-task we point out the positive behavior and be sure to highlight why it is positive for example,
“Sarah, I really liked the way you were sharing your blocks with John, thank you.” When we see
students misbehaving, we try to redirect them or remind them of the on-task behavior they
should be doing. For severe cases of misbehaving, students are asked to take a break to and take
a few big belly breaths to calm down. Once a student is able to calm down, they are allowed to
resume activities.
From the Sarfan Center Parent Handbook, “XXII POSITIVE GUIDANCE/DISCIPLINE:
All children need guidance. Children bring to the Center different amounts and kinds of
guidance. The staff provides consistent guidance to facilitate the intellectual, physical, and
emotional development of children as well as to insure the health and safety of all children. The
teacher will use appropriate discipline measures for disruptive children. These will include
8
redirecting the inappropriate behavior, talking to the child about his behavior, or a short period in
the “Thinking Chair/Mat” (only until the child feels he/she is ready to join the group.) If the child
is extremely disruptive, the teacher will take the child to the Director for a short visit and discuss
the problem with the Director. If the teacher finds none of these techniques are working, she and
the Director will discuss the behavior problem with the child’s parents. Possible options may
include: 1. Recommendation of professional consultation with the on staff JFS Social Worker 2.
Temporary removal of child from program. In exceptional cases of failure to adjust to the
preschool routine and after teacher-parent consultations have attempted to remedy the situation,
student dismissal may be considered.”
Record Keeping
As a pilot school for the Streamin3 program UVA created to streamline preschool
curriculum we are expected to keep weekly checklists of skills within the classroom. These
forms help us fill out a biannual report that gets sent home to the parents on the students’
progress.
We keep what we call the booboo book, it is a record of all the first aid we have
administered. Anytime a student gets hurt we send home a booboo report to the parents that
describes the incident, the body part hurt, and how we responded to the injury. We then record it
on a running log in the book and make a copy of the report for their individual file.
9
We have an attendance record. Each student pays for a certain number of hours per day,
per week. We keep track of what time the student checks in and check out. This also allows us to
look at the clipboard and know exactly which students should be in our room. We do constant
number checks throughout the day. I also verify that this number matches with the number that
we have written on our diaper board where we track what times students were changed and what
type of diaper and if they got diaper rash cream.
Parent Communication
I use a program called kambyu to communicate with my student’s families. It allows me
to send pictures of the children daily. I can also send emails to the parents through the app. When
I need additional supplies for a student this is how I contact the parents, it makes it easier to
track. Once a week I send out a weekly newsletter, on Fridays, it includes what we learned
during the week, pictures, upcoming events, and. school news. I have daily communication with
parents at drop off and pick up as I work nine to six most days. My parents have my personal cell
phone number and can contact me with any concerns or celebrations they want to share.
10
SCRIP
It is a huge responsibility I have to teach young children. Every day in my classroom I
strive to show my students love, to give them joy, to create peace, and to show goodness. It takes
a certain level of commitment to be a teacher, not every day is going to be a good one. Teaching
is not a nine to five job, even if that is your daily schedule. There are nights that I go home and
wonder how I could have handled a situation differently or worry about a student who might be
going through a tough situation. I am constantly evaluating my teaching to reflect on how I can
improve my teaching. As a teacher you are a role model, it is important that you act professional.
You have little eyes watching you, learning how to navigate certain situations.
Conclusion
“I wasn’t born to ‘just teach’. I was born to inspire others. To change people, and to never
give up; even when faced with challenges that seem impossible.” (Unknown) I believe God put
me here to make a difference in a child’s life. Although I teach in a Jewish school and can not
spread my Christian views, I still believe I can lead by example. I will show love and kindness as
God has commanded me.
11
References
Burden, P. (2017). Classroom management: Creating A Successful k-12 Learning Community
(6th ed.). New York, NY: John Wiley & Sons, Inc.
Lutton, A. (2011). Using the New NAEYC Profession Preparation Standards. YC: Young
Children, 66(2), 78-82.
Marshall, B. (2009). Roadmap to DAP: Using HighScope to Meet NAEYC's New Guidelines.
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.625.7978&rep=rep1&type=pdf.
The 10 NAEYC Program Standards. NAEYC. https://www.naeyc.org/our-work/families/10-
naeyc-program-standards.
