High school Dance Ed. Classroom Management Plan

1. Teacher Name: Ms. Kayla
School: Bayonne High School
Grade Level: High School (9th-12th)
School Year: 2021-2022
Purpose and Scope of Plan:
The purpose of this classroom management plan is to serve populations of students
whose needs deserve adaptable, intentional instruction, interactions, and relationships in the
classroom. It addresses the physical and procedural structure of the classroom as a means of
organizing the flow of lessons and centering student learning. Additionally, this plan instructs
the reader on why certain methods are implemented, how they best serve the population it is
geared toward, and what facilities enable the student with the skills to be both independent and
collaborative throughout their classroom experience. Ultimately, this plan hones in on strategies
for affirming student identity, comfortability, engagement, and confidence.
The classroom management plan will be used to plan effective procedural, behavioral,
and physical accommodations that best serve the needs of the various identities within
classrooms. It will be used to demonstrate the ways in which a teacher can shift the power
dynamic within the class in order to center the student’s learning experience within the design
and assessment of the class. It is a detailed description of the ways in which an educator can
engage with, support, and accommodate students & parents/guardians in order to provide them
with consistency, support, and clarity.
Classroom Physical Design:
My classroom layout will be divided into 3 main sections; the main area, the student’s
“common corner/common room”, and the locker room. Given that this space will be for
teaching dance, the main area will house the dance floor, a stereo system, wall-mounted mirrors,
a water station, a portable tv, a white board, a class calendar/agenda, posters showcasing
diversity in ethnicity/abilities/dance genres, pictures of the students during performances in
school or class field trips, student highlights of the week or month, and a bulletin board
showcasing current events in arts and/or in the world. Students can use this space for
independent practice during class or collaborative group activities. Additionally, students can
choose to take any written exams in this space if they prefer. The next space is called the
``common corner/common room” which can be used for independent student use or for
classroom activities depending on the size of the area. This space supports students who are
looking to independently “recalibrate” mentally/emotionally/or physically, study, eat, and/or
socialize. Kauffman states that it is important to establish a space for students who may need
“isolation” (Kauffman, p. 19). This section would ideally contain circular desks that seat 3-4

2. students at a time as well as bean bags for added comfort. Because the “common
corner/common room” can be intermittently used for classroom activities when not
independently in use by a student, this becomes an extra space for the facilitation of specific
lessons and/or discussions when necessary. The final space I will discuss is the locker room
which houses a private bathroom and storage for personal items like clothing, water bottles, and
hygienic products. Again, Kauffman states the importance of designating an area where students
can keep their belongings- like books, lunch bags, umbrellas, and jackets (Kauffman, p. 19).
Here, students can comfortably change in and out of their dance clothing and have a space where
they can have access to free sanitary products like tampons, pads, and liners.
Different materials for the class can be found in their designated spaces. Pens, pencils,
erasers, lined and unlined paper, and any other stationary materials can be found in the storage
cabinet for independent accessibility. Dance equipment like yoga mats, medicine balls,
therabands, and small weights can be found in the locker room closet. It will be kept locked until
the start of the class period to ensure students are supervised or assisted in the use of specific
equipment. Upon request, students may ask to utilize the equipment during an unscheduled class
period if they remain in the classroom throughout its use. There will be color coded file holders
next to the front door for dropping off any entry/exit slips, in-class assignments, and homework
assignments. Kauffman mentions that one of the four basic rules of organization involves
creating a place for incoming and outgoing papers (Kauffman, p.18). There will also be 2 copies
of the classroom calendar/agenda in the main classroom area and in the locker room. My
personal materials, such as lesson plans, IEP/504 paperwork, graded assignments, and
permission slips, will be kept in my office in file cabinets. I’d like to also have this color coded
for easy access and recognition. Additionally, class readings, videos, and notes will be kept in
the student’s “common corner” for independent study or review during scheduled class periods.
The physical design of my classroom facilitates opportunities for both independent work
and cooperative learning given that there are spaces and activities for students to work alone or
in groups- like the desk set up in the “common corner/common room”. Having this balance
enables educators to work on all aspects of SEL- Social Emotional Learning- and provides
students with the opportunity to expand their whole self. It also allows the educator to
differentiate instruction when needed, monitoring student’s social and self awareness.
Classroom Procedures:
I will provide procedures for entering/exiting the classroom, classroom discussions,
materials to bring to class, classroom jobs, and bathroom breaks. When entering the classroom,
students will be expected to drop off any entry slips/homework assignments, head to the locker
rooms to get changed, and read the classroom objectives of the week on the white board in the
main space. Upon reading the classroom objective, they will think of any questions and/or
curiosities to share during the introduction of the lesson. Additionally, when exiting the

3. classroom students will drop off exit slips/exams in their respective places before making sure
their locker room area is clean before dismissal. During whole-classroom discussions, students
will be expected to raise their hand while small group discussions involve speaking freely with
consideration to peers. The materials required for class include comfortable, non-restrictive
clothing to move in, dance shoes if applicable, and a refillable water bottle to stay hydrated. A
“Classroom Jobs'' roster will be posted on the wall above the water fountain as well as sent out
via Google Doc to students’ email accounts. It is the responsibility of the student to check this
regularly for updates. Lastly, students will not have to ask to use the bathroom.
I will teach these procedures in the beginning of the school year by taking the first 3
weeks to model and reinforce the behaviors listed. A list of these procedures will be posted on a
wall in the classroom in which we will hold 2-4 minutes at the beginning of each class to review
them. After the 3 weeks have passed, students will take a short multiple choice quiz on the
classroom procedures discussed with space at the bottom for any questions, comments, or
concerns that the student hopes to have addressed. The quiz will not be counted as a grade,
rather it will be used to assess the areas in which students need more clarification.
These procedures will be reinforced through the use of verbal acknowledgement/cues and
through celebratory rewards- like holiday parties. If students pitch in as a collective to follow
through with the stated procedures, they will be offered more options for the celebration in terms
of duration, food, music, and activities. Additionally, verbal affirmations will be supplied
immediately following the completion of a classroom procedure and can be used to model the
behavior to other students in the classroom.
Addressing Special Student Needs:
In order to address the academic needs of the students in my classroom I will remain
adaptable, reduce the amount of distractions in the classroom, provide explicit and clear
instructions for assignment/classroom expectations, and incorporate multimodal experiences.
Each of these accommodations are meant to increase the ways in which students are able to
engage with the content and respond to it. Next, I will address the behavioral needs of the
students in my classroom by creating a set of class rules together, clearly defining and
articulating the consequences of not engaging with said rules, using reinforcers rather than
punishment, providing immediate praise after a student has reached a behavioral expectation, and
selectively ignoring behaviors that students do not need to be affirmed of. Lastly, I will address
the social needs of my students by utilizing intentionally paired group assignments, providing
multiple forms of communication (verbal/written/movement), and assigning projects that involve
self-expression rather than the regurgitation of factual information.
It is undoubtedly important to review IEP’s in order to provide accommodations that
enhance the learning experience for the student. Failing to consider an IEP means failing to
prioritize student success and support. It is the duty of an educator to ensure the student is seen,
affirmed, and considered throughout the planning process so that learning is meaningful and

4. impactful. Accommodations like the use of graphic organizers, extra time for assignments/tests,
preferential seating, and visual/auditory cues engage the student in clear, explicit instruction and
organization as a means of encouraging the student to reach academic achievements and goals.
Implementing such accommodations eases the anxiety students with special needs face when
tackling school, hence equipping them with tools to better prepare themselves for independent
work and accountability as they grow into young adults.
To better facilitate their success, I would provide the option for students to have
one-on-one meetings with me during free periods, have end of the week check-ins, and provide
all students with planners that have due dates and reminders. I would also consider
implementing the use of peer tutors or peer check-ins to ensure students are building their
social-emotional skills in tandem with their academic/mental development. Lastly, I would
incorporate activities that cross-content to connect to student’s interests and build upon
intertextual connections.
I believe it is important to modify the workload so that students are given more time to
focus on completing an objective or understanding a concept. It allows them to feel included in
the lesson and believed in. It is important to note the difference between a modification and an
accommodation. Lowering the expectation for said students would mean modifying the
trajectory of the lesson rather than providing an accommodation to help them achieve the
original objective. It also teaches students with disabilities to be discouraged when challenged
rather than believe in themselves & their abilities to succeed.
Issues of Cultural Responsiveness
In order to address the cultural diversity in the classroom, it is important for the educator
to first engage in reflective or educational activities/professional developments that provide
insight to the lived experiences of the various cultures of the individuals in the classroom.
Kauffman argues that examining our assumptions is important because “beliefs are related to
actions; what you do may change as a result of a change in your beliefs,” (Kauffman, p. 37).
Ensuring that I approach my students with as little bias as possible is one way of being sensitive
to their identities, needs, and experiences. Additionally, I will actively observe the ways in
which students interact with each other, express themselves, and what they take an interest in so
that I can intentionally plan lessons that engage them, relate to them, and represent who they
authentically are.
I will design and implement lessons that are culturally appropriate through observing
student identities and the very environment/town in which the school is located. By taking an
active interest in who children are as people before students, teachers are able to hone in on the
personalities, interests, and preferences of their classroom population. Seeing their cultural
diversity rather than placing a preconceived narrative about their identities will guide the design
and implementation of culturally relevant and appropriate lessons. It should also be noted that
by observing the community and town in which the school is located, I can infer about the kinds

5. of expectations or patterns that are common within the student population. Looking at these
environments and the trend associated with him will also allow me to better understand my
students culturally and plan for instruction that is relevant to them
Classroom rules
I believe it is incredibly beneficial to involve students in the rule-making process so that
they feel they have a sense of autonomy over their educational experience. It is also a great way
to get to know your students and their needs in terms of the kind of structure they prefer and/or
need in the classroom. High school students are at a point where they are becoming more aware
of themselves, the world, and what their place is in it. Upon creating a set of rules mutually
agreed upon, I would take the time to talk through. In doing so, I am able to explicitly talk about
the expectations of the class and clarify any misunderstandings about their purpose in the
classroom. Additionally, I believe that given this age group, I could emphasize an overarching
theme of accountability and self-responsibility. Students must become aware of and embrace
their independence in order to advocate for themselves, and I believe I can achieve this through
classroom management.
Educators should refer back to the rules upon a student modeling the expected behaviors
or when a student refuses to acknowledge a wrong-doing. It is important to reiterate what the
class rules are so that students know they are required to be consistent and mindful in the
classroom environment. It teaches them about having empathy and being considerate of their
time and energy in addition to the time and energy of those who encompass the class. Classroom
rules are not meant to restrain students or deny them of their personal freedoms, rather, it is about
teaching students that with freedom comes responsibility and consideration for the people we
share common spaces with.
Classroom Incentives and Reinforcement of Appropriate Behaviors
Reinforcements and incentives that I would use to encourage appropriate behaviors for
this specific age range include non-verbal reinforcement (clapping/high fiving), allowing them to
have control planning classroom holiday events (Christmas celebrations, Halloween celebrations,
etc. ), and allowing them to have control over the class playlist for the day. Additionally, I would
incorporate the use of verbal reinforcements to provide praise to appropriate behaviors. These
specific reinforcements/incentives when students engage with each other respectfully and
collaboratively, keep all sections of the space clean (especially the locker room), and when they
achieve their independent goals. I would also consider giving students an extra free period at the
end of the month if classroom procedures and rules are consistently met, allotting them points
towards a class gift they can choose at the end of the year. It is my belief that these specific
incentives and reinforcements provide students the opportunity to feel affirmed in their academic
process while simultaneously enabling them to explore and establish their autonomy.
Consequences for Inappropriate Behaviors (including Bullying)

6. Consequences to consider implementing for inappropriate behaviors include seating
changes, writing reflective papers, and informing parents/central office about said incident. I am
interested in utilizing non coercive measures for consequences, which Yell describes as strategies
that “deemphasize punishment-based procedures, especially those that harm or humiliate
students,” (Yell, p. 112). De-humanizing and belittling students does not garner long-term
impacts or positive effects. Seating changes can be used to separate the student from peers who
may instigate the distracting/inappropriate behavior, showing them that there is a distinction
between free time and class time. It can also encourage them to work towards acceptable
behaviors in order to be placed back in the vicinity of the students they gravitate towards. Next,
I would implement the use of students writing reflective papers in order for them to understand
why certain behaviors warrant negative reactions. This will engage them in meaningful learning
as they are not being reprimanded, but expected to identify the negative behavior and course of
actions needed to ensure the behavior does not continue to interfere with productivity within the
classroom. Depending on the severity of the situation, I would consider informing parents and/or
the central office about the incident. Bringing in figures who are seen as “authority” within the
overall school and home can help the student understand the impact of their actions. All of these
consequences can also be used in cases where bullying is prevalent in the classroom or amongst
friend groups. I would also consider the use of one-on-ones with students who are bullying in
order to understand their perspective and reiterate the importance of respecting one’s self,
environment, and others they share space with.
In order to set preventative measures in place, I would consider establishing routines and
rituals at the start of the classroom as a means of setting expectations for behavior and
interactions within the class. Giving students structure eases the confusion, tension, and anxiety
of having to navigate the many academic and social facets associated with the classroom. It
instills in them the confidence to be and to cultivate an inclusive community. As stated by Yell,
“lifestyle change is the ultimate goal of intervention” which “permits a person to participate
directly in the community, moves them toward independence, and allows them access to all
opportunities available in society,” (Yell, p. 94). It would also be beneficial to set clear
expectations/rules and explicitly state them to the class fairly early on. This allows students the
opportunity to comprehend what behaviors benefit the productivity of the class and growth of
self. Additionally, having a paraprofessional within the classroom to accommodate students with
special needs would help establish behavioral expectations and adapt instruction to fit the
social-emotional needs of the student. Yell also states that increased support for student with
disabilities include- “a.) requiring that IEP teams base services for students with disabilities on
evidence based practices; and b.) allowing school districts to spend a percentage of their IDEA
funds on early intervening services for all students such as positive behavior support,” (Yell, p.
94). It allows for a more individualized approach to goal setting and assessment.
In the event of a major crisis, I would ensure I have the resources to provide counseling,
adapt learning to focus heavily on SEL and healthy communication skills, and

7. leniency/sensitivity to student behaviors that may not necessarily be the most productive to the
classroom. Yell defined crisis management as a response to problem behavior that “focuses
mainly on skill development, but also includes a safety net to ensure that no one gets hurt while
the skill development component is being refined,” (Yell, p. 122). It is important to provide
students with the support they need in times of uncertainty and distress. Most importantly, it is
imperative to show students that they are still invaluable to the community, the school, and the
overall world regardless of the crises in which they face. My goal as an educator is to instill in
them the confidence to assess their feelings, share them, and make an active effort towards goals
that optimize their mental, emotional, and social capabilities in a way that prioritizes their
well-being.
Communication and Working with Parents/Guardians
Parents/guardians will be engaged in the instructional program through emails and/or
paper reminders sent home in the language they are most familiar with reading, writing, or
speaking in. In the instance where technology is available at home, I will utilize paperless
communication. Sending these kinds of notices home with updates about the classroom can be
especially useful for parents who are hard of hearing and/or non-verbal. Additionally, I would
like to hold brief in-person or virtual gatherings for parents/guardians to help answer specific
questions about the curriculum or their child and/or address classroom progression. Language
translating devices/apps are readily available for public use which would make it relatively easier
to engage in critical conversations about instructional expectations, instructional consistency,
instructional adaptability, and instructional relevance to student needs/interests. Making an
active effort to ensure parents/guardians feel involved in the process and have the accessibility to
inquire about their student’s progress and process to encourage consistency in learning within the
classroom and home.
In the instance in which a parent/guardian needs to be contacted about their individual
child, I would take the opportunity to speak to them at back to school night, send them an email/a
phone call, or provide a written notice home in a sealed envelope attached with details about the
logistics of the reason for contact. Again, I would make sure the method of communication is
best suited to the parent/guardian’s language needs. If the parent/guardian is interested in
speaking further, we can then discuss the possibility of setting up a meeting with the
parent/guardian and child in order to discuss plans of action, behavioral expectations, and/or
accommodations they feel they need to ensure meaningful learning is taking place. I believe
there are different instances in which it is necessary for the student to participate in conversations
with the teacher and parent/guardian to instill in them the notion that both figures act as a support
team who prioritize the student’s experience, voice, and identity both in and out of the classroom.
Data Collection, Review, Evaluation, and Future Modification of Classroom
Management Plan

8. I will accrue data for review, evaluation, and modifications of classroom management
through the use of entry/exit slips, assignments/homework/quizzes, weekly
journals/choreographic journals, video recordings of in-class performances, in-class discussions,
student files, and observational date (personality, engagement levels). Entry and exit slips will
allow me to assess the knowledge students enter and exit the classrooms with during in-school
assignments and lessons. Classroom assignments and homework can be used to determine the
areas of learning that need further clarification or improvement. It gives me the tools to scaffold
future lessons and plans of actions in terms of academic achievement. Next, the use of weekly
journals/choreographic journals allows me to determine student understanding and artistic voice
in a more personalized and detailed manner. They act as open ended discussion guides for
describing rational/thought processes. The use of student files, like previous academic records,
provides me with a timeline of the student’s overall academic progress. It showcases specific
patterns or discrepancies between what the student knows, what the student needs, and what
strategies are the most effective for optimal, meaningful learning. Lastly, the use of observational
data- like individual engagement and personality in class sessions- provides data on the student’s
social-emotional needs. It allows me, the educator, to determine what activities garner
social-emotional growth and how the student feels they can best express themselves to the class
and to the world. It should be noted that Yell emphasizes the importance of collecting “numerical
information” to document the occurrence of alternative skills (replacement skills, desirable &
adaptive skills, coping & tolerance skills) to determine skill development (Yell, p. 118).
In order to determine whether or not the interventions are working, I will compare and
contrast the data collected from the beginning of the school year to the data collected after
interventions have been implemented. I am interested in identifying the timeline of events that
correspond with student engagement and progression in order to organize the methods used into
categories that are deemed successful or unsuccessful. Additionally, if student
behaviors/productivity tend to worsen rather than improve then it is an obvious sign of
misinstruction or lack of individualized instruction.