Running head: MANAGEMENT PLAN
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Management Plan
Brian Sims
Liberty University
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Management Plan
This paper is a management plan for schools and classrooms and involves two parts. The
first part is a school-wide plan that includes 10 research-based strategies that promote a positive
middle school environment. The second part is classroom plan that includes 10 research-based
strategies addressing class rules, meeting needs of diverse learners, and the physical classroom.
Part One: School-Wide Plan
This part includes 10 research-based strategies that promote a positive middle school
environment.
Warm emotional support
By providing warm emotional support to students, the school is promoting an
environment that is nurturing and securing for students to feel safe and feel comfortable to talk to
adults. The school provides warm emotional support by not being judgmental, but by being
accepting to all students (Heilbrun, Cornell, & Konold, 2018). The Bible gives an example of
warm emotional support when Jesus tells us the story of the Prodigal Son in Luke 15:11-32.
Luke 15:20, “…his father saw him and felt compassion for him and ran and embraced him and
kissed him” (New American Standard Bible). This shows that even when students have not made
the best choices, we should let the students know that we are there to support them, not with
condemnation, but with the warm emotional support they need at that time. When students know
they are loved and accepted and nothing they do (within reason) can make the school turn its
back on them, the student will open up and be willing to be a team player.
Getting students to interact with their peers
Students are the greatest resources schools have to promote positive environment. One
way is having students interact with their peers. Not all students can be peer models, but
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students who can, should be allowed to interact with their peers and get to know them. Often,
students who just moved to a new school, students who are not socially accepted at school, or
students who are left out of clubs, groups, and social gatherings due to their identity, race, or
culture are the ones who are not connected (Talmus, 2019). By allowing students to interact
with the socially challenging students, the school promotes a positive environment, that
regardless of who you are, you are welcome. The Bible tells us that we should likewise help
those who need help. Matthew 25:40, “And the King shall answer and say unto them, Verily I
say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have
done it unto me” (New American Bible Standard). Christ is telling us that if we help those who
are in need, like talking to them and finding out their concerns, then we are doing this act to Him.
Teaching Character Education
Students are developing in all areas of their lives, so they need to learn about the
appropriate character they need in their lives. Teaching character education in middle school
promotes a positive environment by focusing on what is expected of the students and by
displaying throughout the school what is good character for middle school students. All teachers
should be promoting character education in middle school and students can learn in all areas,
including the cafeteria. (Manning & Bucher, 2012).
Developing a sense of belonging
Students need to have a sense of belonging to the school. This is partially called being a
member of the community. The community of the XYZ Middle School, and students are a major
stakeholder. When students realize they are part of a community, and their voice is heard and
their opinions and views are valued, the school will be promoting a positive environment.
(Manning & Bucher, 2012).
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Firm but Fair
Students need to know the rules for the whole school are fair and consistent for all
students. School officials need to communicate to all students that the rules are there for a reason
and are for everyone to follow, and if broken, the consequences are firm for all students. When
students know the officials are firm but also fair with rules, they feel safe at school, which
promotes a positive environment (Heilbrun, Cornell, & Konold, 2018). The Bible tells us to “let
your yea be yea; and your nay, nay” (James 5:12, King James Version). Students and faculty
need to know that school officials mean what they say and say what they mean.
No one eats alone
Students need to know that they are not alone, there are other students who are going
through middle school, probably with the same problems or issues they are going through. With
the concept of peers interacting with each other, schools can promote a positive environment by
having students eat lunch with other students they do not know, and especially include students
who normally eat lunch by themselves. By contacting with peers in a non-academic setting,
students can engage in real-life discussions without adults listening to their conversations, which
means students can be themselves. This promotes a positive environment by including everyone,
instead of being alone (Talmus, 2019).
Community involvement
Students need to know they are in a school, but that school is in a community, and the
students and school belong in the community. Having community involvement means more that
just parents coming to ball games. Community involvement means there is an interconnection
with the community and the school. The students realize the community is involved in the
school when business adopt a class or club, a club at school participates at a community event, or
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when students learn the community help the school or student in the school in an unexpected
way. Having community involvement promotes a positive environment because students learn
they are part of more than a building or a few hundred students, they belong to a community,
their community, where they live, eat, shop, and enjoy life after school. It all interconnects
(Manning & Bucher, 2012).
Adopt student-centered perspective
Students need to know they are important and have value. Middle schools need to have a
student-centered integrated and exploratory curriculum. The curriculum should focus on
students’ needs, interests, desires, and on learning levels for students to learn. This will motivate
the students to perform better, act better, learn more, and set and achieve goals (Manning &
Bucher, 2012). By having a student-centered perspective, schools will be promoting a positive
environment by focusing on the students and letting students know they are more than a number.
Develop meaning in schoolwork
Students need to know what they are learning is important to them. They need to have a
curriculum that is relevant to them. They need to know they are expected to perform
academically at a high level, because they can do it. Students who know learning is relevant,
understand the rigorous academic expectations, and see how their characteristics are related to
what is being taught will realize that their school wants them to learn. The middle school should
develop a personalize educational plan for each student and therefore will promote a positive
environment by allowing the students know the middle school is about them and what they need
to expand their growth in all areas, including academics. (Manning & Bucher, 2012).
Being positive
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Students need to know that when they are in a positive environment, they are less likely to have
bullying in their school (Acosta et al., 2019). Schools need to promote a positive environment by
being positive and having a positive attitude. This starts with the administration and goes to
every staff member and includes all students. Students who are discouraged, should be
encouraged by their teacher, administrator, or even the cafeteria worker. There is no one who is
exempt from displaying a positive attitude at school. Having a positive attitude is like the flu or
cold, it will spread. However, when one becomes negative, it also can spread. Start the day
being positive. Reinforce during the day with positive thoughts and comments. Everyone will
feel better and, therefore, will be promoting a positive environment. (Manning & Bucher, 2012).
The Bible states in Psalm 40:8, “I delight to do thy will, O my God” (King James Version). This
means as educators that we should be happy to serve others, and it should show daily.
Part Two: Classroom Plan
This part that includes 10 research-based strategies addressing class rules, meeting needs of
diverse learners, and the physical classroom.
Building relationships
One of the best ways to start and continue with any classroom management is for
teachers to build relationships with students. Teachers need to know the whole student, not just
the academic component. By learning and developing the whole student, the teacher will “help
student develop positive, socially acceptable behaviors” (Manning & Bucher, 2012, p. 208). The
teacher should use techniques as nonconfrontational interventions, offering choices, success of
work and activities, redirect any negative behavior and taking time to connect and bond.
Developing rules
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Another strategy for teachers to use at the start of the school year is to develop rules
WITH the students (Manning & Bucher, 2012, p. 221). This strategy allows teachers to gather
the input from the students as to what rules they will follow. By allowing the students to give
their input, the students are actually following what they say they will follow. To go along with
this, the students should develop logical consequences for breaking the rules also. The teacher
will be a guide during this process as some students will need explanation and clarification of the
expectations and actions of the behaviors and consequences.
Grouping diverse students
One strategy to meet the learning needs to diverse learners is to assign them in groups.
Students with disabilities should be in learning groups of similar ability for language arts and
math instruction while these students can be in mixed-ability groups for science and social
studies and cooperative learning strategies (Manning & Bucher, 2012, p. 222). The teachers
should praise when students do excellent work, focus on students’ strengths, and allow time and
set-up opportunities for students to make and maintain friends.
Classroom organization
A strategy to help the physical classroom layout is for teachers to design the classroom
that flows with opportunities for proper socialization and collaborative learning (Manning &
Bucher, 2012, p. 209). By setting up the physical classroom in a manner so students can have
opportunities to socialize at the assigned times, students will be more likely to focus on learning
during the lesson. This will hinder the temptation of students talking to other students while the
teacher is leading the class in instructional time.
Teaching self-discipline
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A strategy the teacher should use in middle school is to teach students self-discipline
(Manning & Bucher, 2012, p. 211). The concept of having expectations in the classroom has
been taught since the first day of preschool, but now students should learn how to achieve those
behaviors, not just accepting the consequences of behaviors. Students will learn acceptable
behaviors and learn their responsibilities to act in age-appropriate manner.
Role play
A strategy for teachers to use at the start of the school year and periodically throughout
the school year is role play. This basic act consists of the explanation and expectation of students’
behaviors, and then model the policies and procedures (Manning & Bucher, 2012, p. 2019). This
also includes to allow a teachable time period for students to learn and perform the behaviors
before the teacher gives any consequence. Students will learn through experience.
Discipline with dignity
Another strategy to use for class rules is to discipline with dignity. Teachers will create
rules for the students that makes sense to the students and then model their expectations
(Manning & Bucher, 2019, p. 219). It is important for students to learn the rules, but it is critical
for students to learn that they have the responsibility to follow the rules. Teachers should also
teach students about being fair and treating everyone the same with consequences.
Knowing students’ abilities
A strategy for all students, especially for diverse learners, is for teachers to know the
students’ abilities. This is in order for teachers to know what the students know as well as know
the strengths and weaknesses of the students, the learning style that best fits them, and
understanding the students’ characteristics. By knowing the students and their abilities, the
teacher will reach and teach so the student can be successful (Manning & Bucher, 2012, p. 172).
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Reflecting development
The physical classroom should be a reflection of the development stage the middle school
student is at in their life. The classroom should be challenging and engaging. It should reflect the
students’ physical development as well as the students’ cognitive and social development. This
means it should not be childish but not too scholarly either (Manning & Bucher, 2012, p. 225).
Rewarding
A strategy for teachers to use for addressing class rules is to reward students who do what
is expected of them. This will be different for each student as each student will have different
expectations. The rewards will be varying depending on the interests from the students and the
availability from the teacher or classroom. The reward will be a life skill also as the teacher will
emphasize that adults receive rewards also for doing the right thing, such as vacations, buying
things and other tangible items when they do the right thing by working and earning money
(Manning & Bucher, 2012, p. 221).
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References
Acosta, J., Chinman, M., Ebener, P., Malone, P., Phillips, A., & Wilks, A. (2019). Understanding
the relationship between perceived school climate and bullying: A mediator analysis.
Journal of School Violence, (18)2, 200-216. DOI: 10.1080/15388220.2018.1453820
Heilbrun, A., Cornell, D., & Konold, T. (2018) Authoritative school climate and suspension rates
in middle schools: Implications for reducing the racial disparity in school discipline.
Journal of School Violence, (17)3, 324-338, DOI: 10.1080/15388220.2017.1368395
Manning, M., & Bucher, K. (2012). Teaching in the middle school, (4th ed.). Boston, MA: Allyn
& Bacon
Talmus, L. (2019). Tackling social isolation in middle school. Childhood Education, (95)6, 42-
49. DOI: 10.1080/00094056.2019.1689058
