This document is Jessica Mills' classroom management plan for her 3rd grade classroom. It includes sections on her discipline philosophy which references theorists like the Canters and Kounin, preparation materials like letters to students and parents, classroom procedures, and a discipline plan. The discipline plan uses a ticket system where students can earn and lose tickets for their behavior which can be redeemed for rewards. It also includes family/classroom rules, consequences for breaking rules, and a calming center for students to take breaks in. The plan shows preparation for building a positive classroom community and structure for managing student behavior.

1. Jessica Mills
Classroom
Management Plan
December 1, 2015
3rd
Grade

2. 2
Table of Contents
Discipline Philosophy
• Beliefs about Classroom Environment Brochure… 3
• Influential Theorists………………….………………………. 5
Preparation
• Letter to Students………………….……………………….. 7
• Letter to Parents………………….…………………………. 9
• First Day Bellwork Assignment………………….……... 12
• All About Me Presentation………………….…………… 13
Classroom Management
• Procedures………………….………………………..………….. 17
• Bullying Pledge………………….……………………………… 21
Discipline Plan & Classroom Rules
• Family/Classroom Rules………………….……………….. 22
• Discipline Plan………………….……………………………… 23
• Rewards………………….………………………………………… 25
• Action Plan………………….………………………………….. 26
• Accountability Component………………….…………… 28
Seating
• 3D Classroom Map………………….………………………… 29
• 2D Classroom Map………………….………………………… 30
• Seating Method………………….…………………………….. 31

3. 3
Discipline Philosophy
Beliefs about Classroom Environment
First Page of Brochure

4. 4
Discipline Philosophy
Beliefs about Classroom Environment
Second Page of Brochure

5. 5
Discipline Philosophy
Influential Theorists
Upon creation of my classroom management plan, it is essential to
reflect and relate on researchers and theorists of the past and present
who have inspired my beliefs on discipline and philosophy of classroom
management. There are two in particular I would like to elaborate on.
The first theorist I would like to reflect on is actually a pair,
Marlene and Lee Canter. The Canters stress that teachers should not be
punishing misbehaviors, but prevent them from happening. That is the
main basis of their theory. They also believe that both the teacher and
students have rights in the classroom. My classroom will be considered a
family, and everyone will deserve the
same rights.
They have a three-step cycle for
behavior management: teaching the
behavior, positive repetition for
reinforcement after they are taught, and
using negative consequences when a
student misbehaves. It is built on a
matter of choice. It gives the student
power and responsibility. If they choose to behave, they are practicing
self-control. I agree with their One-to-One Problem Solving technique.
As a teacher, you meet privately with the student, show empathy and
concern, focus on helping the student, state your expectations for them,
and listen to the student to show your respect for them.

6. 6
Discipline Philosophy
Influential Theorists
The second theory I would like to reflect on is Jacob Kounin. I can
relate to his Six Teacher Behaviors that Promote Success: with-it-ness,
overlapping, smoothness and momentum, group alerting, accountability,
and seatwork variety and challenge. With-it-ness is where the teacher is
aware of all parts of the classroom at all times, so I can deal with
potential behaviors before they turn into misbehaviors. I strongly believe
in his concept of accountability and group focus, especially if pairing it
with the Canters’ view of choices. I will hold students accountable for
everyone’s learning, just as I hope they do the same for me. Kounin also
emphasizes that good classroom management is based on teacher
behavior, not student behavior.
Other researchers and theorists have
also influenced my discipline beliefs and
classroom management philosophy can be
seen throughout my classroom management
plan. They include Fred Jones’s Preferred
Activity Time, Rudolf Dreikurs idea of
logical consequences, mistaken goals, and
that the primary goal of all human beings is
to feel a sense of belonging and significance.

7. 7
Preparation
Letter to Students
(‘Show’ Ticket Attachment-Mentioned in Postcard)

8. 8
Preparation
Letter to Students
(Movie Preview Attachment-Mentioned in Postcard)

9. 9
Preparation
Letter to Parents
Dear Parent(s)/Guardian(s) of Charlee Barker,
Hello! My name is Jessica Mills and I have the pleasure of teaching your
child, Charlee, in my third grade classroom for the 2017-2018 school year! In this
letter, I want you to know a little more about me, understand my expectations for
your child, and mention some important dates for your calendar for the upcoming
school year.
I love my family. I am very family oriented, so I will consider my classroom
to be a mini family. I want you to know that you are welcome to become part of
our classroom family as well! I received a Bachelor’s degree from Ball State
University in Elementary Education with a concentration in Psychology and
Counseling and a minor in Psychology of Human Development.
In order for our family to have a safe environment for learning, I have a
discipline strategy I plan on being consistent with in the classroom. If students
follow the rules, they will earn tickets. These tickets can be used later for
classroom rewards such as the class store, preferred activity time, and others. If a
student breaks a rule, I also have a system. An addition letter is attached with
further description and explanation about family rules and consequences.
Attached to this letter will be some important dates and reminders for the
first half of the school year. I will send another flyer with important dates and
reminders for the second half of the year closer to that time. Also attached to the
flyer is a half sheet I would like you to return to me ASAP before school starts
preferably. It is something to help give me more of an understanding of your child
and some of your expectations and input as well. If you have any questions or
concerns, my contact information is on the flyer. I look forward to meeting you
and Charlee very soon. Together, we are going to make this the best experience
yet!
Sincerely,
Miss Jessica Mills

10. 10
Preparation
Letter to Parents
Important Dates:
• August 14- First Day of School
• September 4- Labor Day (No School)
• October 6- Open House
• October 16 & 17- Parent-Teacher Conferences
• October 26 & 27- Fall Break (No School)
• November 22-24 – Thanksgiving Break (No School)
• December 22- January 5- Winter Vacation (No School)
Important Reminders:
• Room 333 (We love third grade so much, we had to repeat it three times!)
• Remind your child to have their ticket on the first day (included in their letter from me).
• I will be the one with a ticket booth table outside their classroom door.
• The students will need a notebook, a two-pocket folder, a few pencils, and some crayons
for the first day. (Of course remember the backpack!)
Contact Information:
• Home Phone: (260) 726-8364 (Available between 5-8 PM)
• Cell Phone (260) 703-0051 (Can receive text messages if needed)
• Email: jnmills@bsu.edu
-----------------------------------------------------------------------------------------------------------------
Please email me back with your answers or return this half to the school in my mailbox. Thank you!
Student’s Name ____________________________ Teacher’s Name ______________________
Two words to describe your child ___________________ ____________________
What are some goals you have for your child this year? (Can be academic, social, etc.)
Any additional information I might need to know? (Anything you feel I need to know?)

11. 11
Preparation
Letter to Parents
Discipline Plan
Ticket System:
Students will have a ticket system for our classroom. Students will start out with five
tickets at the beginning of each week. Students can then increase or decrease their amount of
tickets based on their behavior. Appropriate behaviors earn tickets, while inappropriate behaviors
lose tickets. During the first week of school, students and I will assign ticket values to specific
behaviors. This gives them a sense of control and ownership to the rules of our family.
These tickets can be redeemed at the end of the week for class rewards. The options the
students can vote for at the beginning of the week are: preferred activity time and class store.
Preferred Activity Time will occur at the end of our school week during the last thirty minutes of
school. Students and I will make a goal at the beginning of the week as to how tickets must be
earned to receive PAT. Students can even decide if it is a total number of tickets as a whole class
or if each individual student must have a specific number of tickets (holding each other
accountable). Activities that can be considered PAT include, but not limited to: board games,
class games, creation station (crafts), reading/theatre center with Miss Mills, or free time. Class
store will also occur at the end of the week, during the last thirty minutes of school. Students can
‘buy’ items with their tickets. Items can include, but are not limited to: snacks, school supplies,
art kits, small toys, books, small games, and lunch with Miss Mills coupon. If families would
like to donate items for our class store, please let me know!
Family/Class Rules: (Honoring the Family)
1. Be the Best You
2. Protect the Family
3. Make Good Choices
4. Be Prepared
5. Follow Directions
Calming Center/Break Station:
The Calming Center/Break Station will be
a safe place in the classroom. Students can come
over when their emotions are too much for them.
This is if a student gets upset over a situation, is
becoming frustrated, angry, overwhelmed, or
simply needs a break. I will show them over to the
calming center/break station, or they can come over themselves if need be during instruction
time. In place I will have a mirror for self-reflection, stuffed animals or stress balls for relief,
brain break cards to reenergize them, a deep breaths chart to help relax them, and an egg timer.
The egg timer must be set when a student comes over, and are only allowed 1-2 minutes in the
center/station. This is so they will not stay too long; prevent others from using it, and to avoid
doing schoolwork.
Consequences: (Dishonoring the Family)
1. First offense is a verbal warning.
2. Second offense is a verbal warning and loss
of appropriate tickets for behavior. (We
have a calming center/break station in the
room. I might suggest the student go there
for a minute and readjust their behavior.)
3. Student Action Plan is filled out, is taken
home to be reviewed and signed by you.
Student also loses additional ticket.
4. Fourth offense is a conference meeting or
call with me.
5. Some extreme behaviors will go
automatically to the fourth offense.

12. 12
Preparation
First Day Bellwork Assignment
Good Morning!
Here is our first bellwork:
Now that you’ve seen what I will go the distance for, it is
now your turn to do the same.
• Think about your goals for the school year
• This could include academic goals, social goals, goals
for our classroom, anything you want to accomplish!
• Remember to put your name!
• Once you are finished, place it in the corner of your
desk and keep it for when we have our first family
meeting later today.
• Sit quietly and wait for further instructions.
I can go the distance!
Name:

13. 13
Preparation
All About Me Presentation

14. 14

15. 15

16. 16
I plan on presenting my about me presentation first thing, and then
transition into the first bellwork. I will discuss my goals for the school
year, which will lead to the students coming up with their own goals for
the school year.

17. 17
Classroom Management
Procedures
Entering the Classroom:
1. Greet the family with a smile J
2. Move your picture from Absent to appropriate dismissal line for
the end of the day. (Bus, Being Picked Up, Walking Group)
3. Hang up backpack and coats
4. Turn Homework Folder into your mailbox
5. Grab a pencil from the sharpened box
6. Sit down and begin the morning bellwork
Tardy:
1. Enter quietly
2. Hang up backpack and coat
3. Turn Homework Folder and Tardy Slip into your mailbox
4. Grab a pencil from the sharpened box
5. Sit down and join in doing the bell work or family meeting
Absence:
1. Pick up Absent Folder in mailbox.
2. Complete any homework assignments included in the folder
3. However long you were gone is how many days you have to get it done
(Absent for 2 days = 2 days until you have to turn it in)
4. Sign and Date your Absent Folder
5. Turn your Absent Folder into my classroom mailbox

18. 18
Visitors in the Classroom:
1. Respond to Attention Getter (Keep Moving…Forward)
2. Continue working on classwork
3. If there is no classwork: read AR book or look over spelling list
4. Please stay in seat while Miss Mills is with visitor.
Homework:
1. Have all homework in Homework Folder
2. Turn Homework Folder into mailbox
Late/Undone Homework:
1. Fill out Pink Slip
2. Attach it to the Late/Undone Homework if possible
3. Turn it in with your Homework Folder
Getting the Class/Family’s Attention:
Choral Responses:
• Keep Moving……Forward
• Ohana……Means Family
• To Infinity……And Beyond
When we hear these:
1. We PAUSE our actions.
2. We PAUSE our mouths.
3. We look at the teacher.

19. 19
Getting Miss Mills’ Attention:
1. Raise your hand, without speaking
2. Bathroom- 3 fingers
3. Question- 2 fingers
4. Comment- 1 finger
5. Please wait patiently until you have Miss Mills’
attention
Restroom:
Group: Individual:
1. Follow Lining Up Procedure 1. Getting Teacher’s Attention Procedure
2. Follow Hallway Procedure 2. Wait until permission is given
3. 5 Boys & 5 Girls at one time 3. Follow Hallway Procedure
4. 2 Minutes Each- Use time wisely 4. Only use the restroom
5. Return quietly to classroom 5. Return quickly and quietly

20. 20
Lining Up/ Walking in the Hallway
1. Follow Attention Getting Procedure
2. When ready, Line Leaders will begin 2 lines (1 for Boys, 1 for Girls)
3. Line Leaders will call students up two at a time to line up.
4. We follow Line Leaders, stay in line, and walk without talking.
5. We keep our hands to our sides.
Dismissal:
1. At 10 minute warning, check your mailbox
2. Check that you have all your belongings, homework, and
important papers for the day
3. Check the dismissal line to know how you are leaving, then move
your name back to Absent for the next day.
4. Stack your chair on desk.
5. Get in your correct dismissal line for the day (Bus, Being Picked
Up, or Walking Group)
6. Wait to be dismissed and say goodbye to the family

21. 21
Classroom Management
Bullying Pledge
If you are being bullied:
• Let the bully know that what they are saying/doing is
hurting and affecting you
• Directly tell them to “Stop”
• Be assertive and confident
• Use humor to possibly calm the situation
• Seek outside help from a trusted adult or classmates
If you see bullying happening, be more than a bystander:
• Help calm down and stop the situation without violence
• Share your ideas to help defend the victim and show the
bully what they are doing is wrong
• Take turns listening to both sides of the situation
• Seek help from a trusted adult or classmates
If you find yourself acting like a bully:
• Ask yourself, “Am I hurting this person?” If you answered
yes, stop what you are doing/saying immediately.
• Avoid situations with others if you cannot control your
actions/words at the time being
• Think about the consequences, both yours and the victim’s
• Talk to a trusted adult about why you feel the need to bully
As a student against bullying:
I will speak up about bullying happening to others and myself. I will
stop any bullying I see happening and show support. I will accept the
consequences given to me if I bully and hurt others.
___________________
Student Signature

22. 22
Discipline Plan & Classroom Rules
Family/Classroom Rules
My classroom rules will be created before the first day of school. These
rules were chosen because they are broad enough topics to cover multiple
specific instructions. I have the rules displayed in a circle, because they are all
interrelated and help reinforce one another. As a classroom family, we all will
be connected and have an effect over one another.
Be the best you involves doing your best work, being enthusiastic, hard
work, and being an individual. This rule helps boost the students’ self-esteems,
while encouraging their learning, but keeping them accountable. Protecting the
family follows the guidelines of respecting, trusting, and helping one another. I
want my classroom to have a family feel to it. My students will feel comfortable
and safe. Making good choices also helps keep students accountable for their
actions while helping to reinforce other class rules at the same time. Be
prepared means having class materials, having homework done, and knowing
what is happening next. Following directions means the students are paying
attention and listening to my instruction.
Since my classroom will have a family feel to it, I suggest these rules as
ways students can honor the family. It gives them motivation to make the
classroom family proud. During the first week of school, I will also listen to
students’ feedback about the rules and might make revisions if needed.
Be The Best
YOU
Protect
The Family
Make
Good
Choices
Be
Prepared
Follow Directions

23. 23
Discipline Plan & Classroom Rules
Discipline Plan
Consequences will follow this order as a result of breaking any of
the classroom/family rules. Your actions are based on your choices.
You honor the family by following the rules, but can also dishonor
the family by breaking them.
Miss Mills’ Family/Classroom Discipline Plan
2017-2018
“Dishonoring the Family”
Extreme/Emergency Behaviors
Some extreme behaviors will go automatically to Fourth Offense
Fourth Offense
Conference Meeting or Call with Parents/Guardians
Third Offense
Student Action Plan filled out, taken home, reviewed and signed by parent; Lose
an additional ticket
Second Offense
Verbal Warning, Loss of appropriate tickets, Calming Center
First Offense
Verbal Warning

24. 24
Discipline Plan & Classroom Rules
Discipline Plan
Calming Center/Break Station:
The Calming Center/Break Station will be a safe place in
the classroom. Students can come over when their emotions are
too much for them. This is if a student gets upset over a
situation, is becoming frustrated, angry, overwhelmed, or simply
needs a break. I will show them over to the calming center/break
station, or they can come over themselves if need be during
instruction time.
In place I will have a mirror for self-reflection, stuffed
animals or stress balls for relief, brain break cards to reenergize
them, a deep breaths chart to help relax them, and an egg timer.
The egg timer must be set when a student comes over, and are
only allowed 1-2 minutes in the center/station. This is so they
will not stay too long; prevent others from using it, and to avoid
doing schoolwork.

25. 25
Discipline Plan & Classroom Rules
Rewards
Ticket System:
• You start out with 5 tickets at the beginning of each week.
• You can then increase or decrease their amount of tickets
based on their behavior.
• Good behaviors earn tickets, while bad behaviors lose tickets.
• Ticket values are assigned to specific behaviors (class voted)
These tickets can be redeemed at the end of each week for
class rewards (Preferred Activity Time or Class Store)
We will vote each week to see if we are having Preferred
Activity Time or Class Store
As a class, we will make a goal at the beginning of the week as
to how tickets must be earned to receive class rewards.
Activities that can be considered PAT include, but not limited to:
• Board Games
• Class Games
• Creation Station (Crafts)
• Reading/Theatre Center with Miss Mills
• Free Time
Class store items can include, but are not limited to:
• Snacks
• School Supplies, Books
• Art Kits
• Small Toys or Games
• Lunch with Miss Mills Coupon

26. 26
Discipline Plan & Classroom Rules
Action Plan
My Action Plan
What’s the problem?
What’s causing the problem?
What plan will you use to solve the problem?
________________________ ________________
Student’s Signature Date
______________________________________
Parent/Guardian Signature

27. 27
Discipline Plan & Classroom Rules
Action Plan
To the guardian of ______________________,
This is to inform you that your child, ___________________ received up to three
disciplinary warnings today for
__________________________________________________________________
__________________________________________________________________.
At the beginning of the year, we all signed an accountability form, stating we knew
the rules and the consequences for breaking them. This document is part of that
agreement, stating that _____________ might need help regaining that back. The
next step in that agreement will be a conference meeting or call with me if the
behaviors should continue.
Please work with your child and myself to fulfill his/her commitment for
improvement. Their learning and safety is most important.
I have attached a copy of ________________’s signed action plan. Please review it
with your child, discuss how the problem can be resolved at home/in class.
Please sign and date it.
Thank you,
Miss Mills
Email me with any questions:
jnmills@bsu.edu

28. 28
Discipline Plan & Classroom Rules
Accountability Component
Accountability Statement: Student
v I have read and understand the rules of our class/family.
v I will follow the rules.
v I have read and understand the Four Steps of Consequences/Offenses.
v I understand that if I perform an extreme behavior, I will skip straight
to the 4th
Offense: Conference Meeting or Call with Guardian.
v I will do my best to honor the family.
v I will set a good example for others in my home, in my classroom, and
in my community.
______________________ _______________
Student Signature Date
Accountability Statement: Guardian
v I have read and understand the rules of Miss Mills’ class for the 2017-
2018 school year.
v I have read and understand the Four Steps of Consequences/Offenses.
v I understand that if my child performs an extreme behavior, he/she
will skip straight to the 4th
Offense: Conference Meeting or Call with
me.
v I will provide a positive, supportive family environment in my home
every day for my child to wake up to and come home to.
________________________ _______________
Guardian Signature Date
Thank you,
Miss Mills
Email me with any questions:
jnmills@bsu.edu
*Brochure and letter to parents discussing the classroom rules are mentioned earlier in
the management plan*

29. 29
Seating
3D Classroom Map
Calming Center/
Break Station Teacher’s Desk Library/ Theatre
Center
Smart/White Board/
Focused Instruction Area
Creation Station Students’ Desks in
Double Horseshoe
Arrangement
Entrance

30. 30
Seating
2D Classroom Map
Calming Teacher’s Desk Library/
Center/ Break Theatre
Station Center
Entrance
Students’
Desks
in
double
horseshoe
arrangement
Computer
Station
Creation
Station
Focused
Instruction
Area
Rationales:
Teacher’s Desk: I placed this in the back of my classroom, as I do not plan on being alone
at my desk very much during the school day. I will be up and involved with the class.
Calming Center/Break Station: I placed this in the back so it will be less of a distraction if
a student goes there, but I can also keep an eye on the student if needed. Places in the
back of the classroom are seen as privilege areas.
Library/Theatre Center: I placed this in the back so it will be less of a distraction if a
student goes there, but I can also keep an eye on the student if needed. Places in the back
of the classroom are seen as privilege areas.
Creation Station: A place students can perform group work or projects that deal with craft
items. This area is the place where projects are stored, rather than taking up desk space.
Focused Instruction Area: This is where most of learning will take place throughout the
day. All students have access to see the boards. The carpet area in front of the desks is for
morning family/class meetings.

31. 31
Seating
Seating Method
Double Horseshoe Arrangement:
With this seating arrangement, I can see all the students’ faces. They all
can see the smart/white board and me. I can move around the room
easily and can get to any student quickly. The students can easily move
into partner work. It is nice for focused instruction.
Student Seating Method: (Random Raffle)
I will have the desks labeled with numbers in the upper right hand
corner. As students enter my classroom on the first day, they will first
pick up their nametags for their desk. Next, they will pick up a goodie
bag that has their name on it. The bag will have a randomly assigned
number on the front. Lastly, they will match the number on their goodie
bag with their desk number. Then they will place their nametag on the
upper left hand corner of their desk.
Students will use their desk numbers for partial headings on homework
assignments for future reference. If they forgot their name, but
remembered their desk number, I can easily trace it back to the student.
Charlee
Barker
17
17