This document outlines Emily Harris's comprehensive classroom management plan which is designed to create a respectful learning community. The plan focuses on treating others with respect, being courteous, using equipment properly, accepting differences, only using electronics when instructed, and being honest. It also outlines procedures for preparation, attendance, needs, grading, emergencies, and praise/consequences. The goal is to introduce the plan the first day of class and involve students in creating rules and procedures.

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.
-All forms of feedback will be timely, accurate, specific, unbiased, and
individualized.

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.
-Bring the rest of the students back to class once the crisis has been addressed.
-Notify parents of incident as soon as possible

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
-rule agreement contracts

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 use contracts.

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.