1. Management Plan 1
Classroom Management Plan
Emily Browning
Charleston Southern University
Due: November 7, 2005

2. Management Plan 2
Vision for the Plan:
As a teacher, I want to be a positive role model to my students. I want to have a
positive environment in my classroom that allows students opportunities to succeed. I
will keep my students involved in positive education to allow for continuous and efficient
learning. Therefore, I plan to use positive reinforcement in the classroom and praise any
positive behavior exhibited in the classroom. Through observation in many classrooms, I
have seen this method to be very effective.
I will use an intrinsic behavior management plan, because I feel it is important
that children take ownership for their behaviors and understand why their behavior can
affect the class as a whole. As a caring teacher, I feel it is important to advise my
students of desirable and undesirable behaviors used in the classroom. I also will alert
them that if consequences need to be taken, the student will know and understand fully
why the problem had to arise to disciplinary actions. As a competent teacher, I feel my
goal is to teach the students how to take responsibility for their actions. I also feel that it
is my responsibility to teach the students how to be self evaluators of their own actions
and not make excuses. Hopefully, this will be a skill that will continue on throughout
their life. As a committed teacher, I will assist my students to become effective self-
evaluators responsible for their actions. To help implement this plan I will have a daily
behavioral log that will require parent/caregiver signatures. The behavioral log will also
have a section available for parents to communicate with me. With help from parents, I
will be able to better implement my behavior plan for success.

3. Management Plan 3
Psychological Underpinnings:
I feel that my thoughts and ideas for behavior management focus on three main
theorists: William Glassner’s Reality Therapy and Choice Theory, B.F. Skinner’s
Behavior Modification, and the Jone’s Model. I feel that each of these models have
material that can be used in an effective classroom.
On the first day of class, children will exemplify these basic needs of control and
freedom because they will be able to contribute to the rules of the classroom. The
students will choose what they feel are important rules to have a successful classroom.
This is an example of Glasser’s Choice theory and the basic needs of students.
Throughout the year, my students will have ample opportunities to make choices of their
own. Glassner states that, “All of us need sufficient power to regulate our lives as we
desire” (168). Through allowing a sense of control and freedom, the students will be
more willing to abide by the rules they created.
The other basic needs Glassner says that are important are love and fun. To
fulfill these needs, I plan to have birthday cards for students and a small treat when a
child’s birthday arrives. If a child is out sick for multiple days, the class will write get
well cards and send them to the child. The students will also get “good notes” sent home
weekly commending good behavior. These all will assist the basic need of love. I will
assure that my class be full of love so that all children have the sense as Glassner stated,
“We need to belong” (168).
To satisfy the basic need of fun, I will include: transactional activities that involve
movement, different games to review before a test, have hands-on activities to implement
inquiry, and the use of music, dance, drama to get the students more interested in the

4. Management Plan 4
daily activities and lessons. Glassner says he “believes that a relationship exists between
learning and our genetic need for fun” (170). As a teacher, I will do my best to fulfill
that need for fun.
Another practice I plan to implement is having the students be responsible for
their actions. If disruptive behavior occurs, I will have them go to the “cool down desk”
to reflect on their behavior. As a teacher, I will briefly meet with the student and discuss
their reflection and decide preventive measures. These practices are apart of Glassner’s
reality therapy model that allows the child to take responsibility for his or her actions.
My practices that relate to B.F. Skinner’s theories are positive reinforcement and
using a token economy. I will use multiple forms of positive reinforcement. I have three
levels of reward systems and all result in some kind of treat. There will be material and
edible reinforcers to create a variety of rewards. As stated in chapter three, “any behavior
can be reinforced if a sufficiently strong reward is provided following the behavior” (47).
The classroom tokens will be “paw-paw bucks,” and after accumulating so many in a
week, the students will be able to pick a reward. The students will have paw-paw banks
readily available on the corner of their desks, so I can place them in as I am monitoring
the class.
Within my plan, I will use the preferred activity time (PAT) as a reward for
students with group points above 10,000 points. These children demonstrated various
positive acts in the classroom, and therefore, will be rewarded with PAT. If it is one
person who causes a team to not meet required points after two consecutive weeks, only
that student will lose PAT privileges. As noted in Jones model, PAT is to be a reward for
the class. It gives the students something to look forward to at the end of the week.

5. Management Plan 5
Another perspective of the Jones model I plan to implement is seating
arrangements. In chapter ten, it states, “teachers need to put the least distance and the
fewest physical barriers between themselves and the students” (223). I plan to place
them in pairs and create two rows in a semi-circ. By setting the desks in a semi-circle
style, I will be able to easily move about the classroom to monitor the students. The
teachers desk will be placed in one of the back corners of the room to create better
modality around the students.
I will use children’s literature daily to reinforce diversity and accommodations.
These books will focus on different cultures, different gender roles, different
socioeconomic status, and different special needs a student may have. I will start each
week with a different issue. After a story is read, the students will quietly go back to
their seats and write for five minutes in their quick journal what they learned from the
story read aloud. Then we will share our ideas and create a web of ideas on chart paper
for the whole class to see. I will have a “Diversity Wall” where all our webs will be
displayed for friendly reminders of diversity.
How it Works:
On the first day of class, I will have my students sit in a circle to discuss
important classroom plans of action. In that circle, my students will put on their thinking
caps to create rules that will be appropriate for the classroom. I will take into
consideration the students ideas and make the final decision, and I will post them in the
classroom (see Addendum). Then, I will discuss my behavior plan with them. The
students will create a paw-paw bank (see Addendum for instructions) for their paw-paw

6. Management Plan 6
bucks they can earn individually. Paw-paw bucks can be rebuked if continuous
disruptions occur. The students will also receive a behavior journal. When a problem
occurs, the student will sit at the “cool down desk” by the teacher’s desk and write a
paragraph why they acted in such a manner and think of an appropriate disciplinary
action that is fair. The teacher will review it and then discuss with the student
appropriate measures.
If disruptions occur too often, I will create a checklist of behaviors; each time a
disruption occurs they will get a check behind that behavior problem. These disciplinary
actions will take place and teacher will place a yellow sticker on their desk for the first
two warnings: After three checks (green sticker) – receive silent lunch; loss of recess-
after four (blue sticker); after five checks (red sticker) – teacher and student will create a
letter to go home to parents. If the behavior continues the teacher will set up a parent
conference. These disciplinary actions will be posted by the teacher’s desk (see
Addendum).
Reward System:
Individual Reward System: When the student is caught doing positive things, I will walk
around and place a paw-paw buck in their bank. On every Friday, the students will count
their paw-paw bucks up. There will be four different levels of rewards, and the numbers
can be adjusted if needed. The levels of rewards will be posted in the classroom.
Sample:
40 -50 paw-paw bucks – get a prize from the bear box – Little toys, activity books, etc.
30 – 39 paw-paw bucks – get a prize from the fox box –.pencils, hand made journals, etc

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20 - 29 paw-paw bucks – get a prize from doggie box –.erasers, bookmarks, fruit snacks
10 – 19 paw-paw bucks – get a prize from the kitty box – two pieces of candy
Group Reward System: I will also do group rewards. I will place the students in
different animal groups. Each group will get to choose their animal. The groups will
change every nine weeks. If a group is caught on task, or has their table cleared first, etc.
I will give points by the thousands. Every Friday we will have Preferred Activity Time at
the end of the day for those groups that received above so many points for the week. If
the group has below 10,000 points they will not be able to participate in PAT. Activities
would consist of computer time with educational games, silent reading, play board
games, etc.
Class Reward System: There will be a classroom chain that hangs from the ceiling.
When the chain hits the floor the class will be able to pick a class treat. They will earn a
link to the chain by compliments from other teachers or staff, the whole class being on
task all day, etc. This treat will be decided by the students with the teacher approval.
Some examples are: Cookies and hot chocolate, watching a video in afternoon, and
receiving five minutes extra recess.
Class Housekeeping Details:
Pencil Sharpening Procedures: You may sharpen your pencil before school starts or at
the end of the day. If for some reason your pencil tip breaks during class, there will be a
tin full of sharpened pencils readily available by the sharpener.
Bathroom Procedures: The students will be able to use the restroom two hours into the
morning. They will be able to use the restroom after lunch and then after recess. If
students need to use the restroom during classroom time, they will raise their hand with

8. Management Plan 8
two fingers up to represent “I need to use the restroom.” The student will quietly get the
pass and go use the restroom. If privileges are abused, I will create another time or two
for the students to use the restroom.
Homework Procedures: Homework will be a required practice Monday through
Thursday. All homework will be related to the subject matter being taught in the
classroom. When the students come in, they will place their own work in the homework
bin before class starts. The students will receive a check for completed homework and
possible paw-paw points for special days. This will all be in a folder for students to take
home and return.
Lunch and Special Area Procedures: Students will clear all desks and make sure their
area surrounding them is clean. Then, if students need to get their lunch or money, they
will quietly go and retrieve it. I will line the class up differently each day. Before leaving
the room they will have to “zipper” their lips shut, and stand with their arms beside them.
Then they will walk quietly to either lunch or special area. During lunch, I will allow the
students to sit where they want, but if problems arise I will create assigned seats until the
students are able to prove to me they are capable of choosing their own seats.
Transitional Activities: I will clap a series of patterns and the students will have to repeat
the same pattern. Another transition I will use to begin another subject or activity will
be: teacher says, “Hocus Pocus” and the students respond quietly “Everyone Focus.” I
will also use “If you hear my voice clap once, if you hear my voice clap twice.”
Class Participation: I will use “pick a stick” to assure that all students are involved with
the learning in the classroom.

9. Management Plan 9
Classroom Jobs: *Paper Girl/Boy – will collect any class work, and hand out paper if
needed;*Line Leader – stand in front of line and will hold doors open if needed; *Last
Child Standing – will be at the end of the line, will make sure lights get turned out and
door gets closed when leaving the classroom.;*Sweeper: sweeps the room at the end of
the day; *Hand Sanitizer: In charge of making sure all students get sanitizer before and
after lunch.; *Pet Keeper: Makes sure pets are fed and taken care of.
Wrap up:
Parent Communication Plan:
On the first day of school, I will send home a parent questionnaire to find out the
best way to contact them, find out if they can volunteer for different events throughout
the year, etc. This will allow me to learn about the child’s parents or caregivers.
I will have a parent –teacher journal that gets sent home weekly. This will allow
for the parents to communicate any questions or concerns about their child and any
questions they may have for me about the classroom. If the parent needs to get in contact
with me earlier I will have a parent comments section with their daily folder that goes
home. I will also have a folder that goes home weekly of their child’s work. They will
take out the necessary papers, and sign a sheet weekly saying that they viewed their
child’s work. This allows the parents to always be aware of their child’s progress and
grades. This will go home the same time the parent-teacher journal goes home.
I will also create monthly newsletters to the parents discussing upcoming events,
new units and/or activities, and possible field trip information. In the first newsletter, I
will introduce myself, and give an outline of the curriculum going to be taught, and my

10. Management Plan 10
classroom management plan. The parents will have to review this with their child and
sign the lower portion of the paper, to say they reviewed it.
ADEPT PD’s:
I feel that my plan meets ADEPT performance dimension # 7. This states that I
will be monitoring and enhancing learning. Through the Jones Model, I will do seating
arrangements that will allow me to effectively monitor my students learning and
behavior. By monitoring the learning of my students, I will be able to pace my lesson
accordingly if I notice any struggle in a selected subject area. I will also monitor while
doing group activities to make sure positive cooperative learning is taking place.
Another ADEPT performance dimension I feel my plan meets is # 9. The
students will establish in the first few weeks what is and is not appropriate during class
instruction time. By using Glassner’s model, I will be creating a sense of responsibility
for the students to take actions for their own behavior. I will also have appropriate
preventive discipline techniques if problems are to arise in the classroom. I also have
included transitional activities throughout the day to allow for smooth transitions between
activities and/or subjects.
Addenda and Works Cited

11. Management Plan 11
Classroom Rules :
Will be placed on a poster board. There will be a picture that demonstrates the required
behavior, and then the rule will be listed after the picture. The rules will be created by the
students.
Ex.
Raise your hand to speak
Be respectful of others property.
Come to Class prepared and ready to learn.

12. Management Plan 12
Instructions for Paw-Paw Bank:
Materials Needed:
Rubber bands
Toilet paper tubes
4in by 4in pieces of cloth (2 for each student)
Scissors
Markers
The students will cut a hole in one of the pieces of cloth, and then place that piece on one
side of the tube with a rubber band, and then place the last piece of cloth on bottom with
a rubber band. Then the students can decorate it with markers.

13. Management Plan 13
Disciplinary Actions: Stickers and meaning:
First Warning
Second Warning
Third Warning – Silent Lunch
Fourth Warning – Loss of Recess
Fifth Warning - Student – Teacher
letter sent home to parents/caregivers
Last resort will be to set up a parent conference to discuss
ways to help improve child’s behavior.

14. Management Plan 14
Weekly Homework Organizer:
Monday:
Tuesday:
Wednesday:
Thursday:
Friday: Have a great weekend!!
Parent comments:
Teacher Response:

15. Management Plan 15
Works Cited
Edwards, Clifford. Classroom Discipline and Management. New York: Wiley. 2004.
Educator Evaluation: ADEPT Performance Dimensions
http://www.scteachers.org/adept/perfdim.cfm