This document outlines Emily Harris's comprehensive classroom management plan. It begins with a statement about creating a community where all students feel valued and respected. The plan then lists rules about respecting others, equipment, backgrounds, and electronics. It provides guidelines for various classroom situations like arriving late, missed classes, bathroom breaks and cell phone use. The plan also addresses grading, crisis procedures, emergencies, and positive reinforcement techniques. It aims to develop a supportive learning environment through clear expectations, logical consequences, and praise.

1. A Comprehensive Classroom Management Plan
designed and implemented by Emily Harris

2. “We are not just a classroom, we are a
community. We recognize and value each
other as both peers and partners. We
appreciate that different strengths,
weaknesses, cultural values, and
personalities are what make us unique. We
treat each other with respect and
cooperation, always remembering that our
actions influence and affect each other.”

3. -treat others as we expect to be treated
-be courteous; say thank you, take turns
-be respectful of classroom equipment (desks,
computers, books, etc)
-be respectful and accepting of classmates’
backgrounds, creeds, and opinions
-only use electronics in class if they are specifically
called for
-eat before or after class, but not during.
-be honest with yourself and others (no lying or
cheating)

4. 









Preparing for class
Late Arrival to Class
Missed Class
During Class
Personal Needs (Bathroom Breaks)
End of Class
Use of Cell phones/Electronics
Grading
Crisis Plan
Emergency Procedures

5. -Complete assigned reading/homework.
-Eat a balanced breakfast. If you did not
have the opportunity to eat in the morning
before
school, please let me know and I will help
you get something to eat.
-Get enough sleep. Everyone needs
different amounts, but plan on at least 7
hours on a school
night.

6. -Enter the room quietly and turn in any
homework before bell rings.
-When the bell rings be seated in assigned
seat, ready to learn
-Remain quietly in seat until instruction
begins

7. -Stop at office for hall pass
-Quietly enter class
-Give Hall pass to teacher
-Quietly take seat
-Check with teacher after class for any
information missed at beginning of class

8. -Raise your hand and wait to be called on if
you wish to contribute to
discussion
-Remain in your seat unless teacher
indicates otherwise

9. -Be honest with how often you need to use
the facilities
-Get hall pass
-Quietly and quickly return to class
-Return hall pass

10. -Wait until bell rings to begin packing up
-When bell rings, remain in seat until
teacher dismisses class
-Clean up around desk and push chair in
before quietly leaving class

11. In our classroom, students are allowed to
use electronics under the following
conditions:
-Use is directly related to subject content of
class time.
-Use is supervised by teacher
-Student has read and signed an electronic
use agreement and submitted it
to teacher.

12. -All students are given an equal opportunity to
demonstrate what they are learning.
Therefore, students will be assessed and graded
on a variety of learning components
including class participation, exams, and
portfolios.
-Students are expected to turn in work in time.
However, assignments will be
accepted late for a letter grade one lower than
what they would have earned had the
assignment been turned in on time.
-Students can choose two grades to throw out
before final grades are calcul11ated.

13. In the event of serious misbehavior, such as
an out- of- control student, a fight in class,
or immediate threat of injury to self or
others, it is necessary to have a crisis plan.
-Send a designated student to office with a
crisis behavior card.
-Send the rest of the class to another
designated class room.
-If possible, help the student in crisis to
reestablish self-control.

14. Fire – evacuate according to practiced
evacuation plan and map (posted by door)
Earthquake – follow practiced procedures
(seek shelter under desk, protect head)

15. Natural and logical consequences will be used
as often as possible.
1. general reminder
2. personal reminder
3. 2nd individual reminder
4. Stay after class to talk to teacher
5. Call/letter parents
6. Lunch detention
7. After school detention
8. Office referral

16. -high fives!
-postcards, notecard, or phone call to
parents praising child’s specific
action
-use of I-pod/i-phone in class during specific
free times
-student of the week award
-coupon to turn in late assignment for full
credit

17. Develop toolkit with materials needed to
implement CMP.
-introduction letter to parents, sent out
before class begins
-behavior crisis forms
-praise postcards to send to students’
parents
-electronic use agreement forms
-communication binders to send home to
parents

18. First Day of Class
Introduce self and idea of a management plan
Ice Breaker Games
Student input surveys
Fire drill!
Second Day of Class
With information from input surveys, make
rules and procedures with students.
Provide time and supplies for students to
make rule/procedure posters to hang in
room.
Role play procedures and crisis plan.
Students sign rule contract and electronic

19. Send home copies of signed rule contracts
home to parents.
Review plan with administrators and fellow
teachers

20. Review plan after holiday break, and as
needed, with students.
Add rules and/or procedures as needed.

21. The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1):Learning the
components of a comprehensive behavior management plan. Retrieved on [11/22/13] from
http://iris.peabody.vanderbilt.edu/module/beh1/.
The IRIS Center for Training Enhancements. (2012). Classroom management (Part 2):Learning the
components of a comprehensive behavior management plan. Retrieved on [12/12/13] from
http://iris.peabody.vanderbilt.edu/module/beh2/
Jensen, E. 2009. Teaching with Poverty in Mind – What being poor does to student’s brains and
what teachers can do about it. Alexandria, VA: ASCD.
Monroe, C., & Obidah, J. The Influence of Cultural Synchronization on a Teacher’s Perceptions of
Disruption. Journal of Teacher Education. Vol. 55 No. 3. 256-268.
Oliver, R. M., Wehby, J. H., Reschly, D. J. (2011). Teacher classroom managementpractices: Effects on
disruptive or aggressive student behavior. Retrieved on December 10, 2013 from
http://www.campbellcollaboration.org/news_/ Classroom_management_versus _
problem_behavior.php
Reeves, D. (2008). Leading to Change – Effective Grading Practices. Teaching Children to Think.
Vol 65. No. 8. 85-87
Tauber, R. (2007) Classroom Management: sound theory and effective practice. Westport, CT:
Greenwood Publishing Group.