1. Classroom
Management Plan
Paul Hutchison
June 11, 2014
Catherine Johnson
ECDI 553

2. Statement of Purpose
Our classroom is a positive learning
environment that fosters academic excellence
and respect for others. We all strive to do our
best, both academically and behaviorally, and
take personal responsibility for our choices,
working together to promote the success of
everyone in the classroom.

3. Collaborative Approach
I understand responsibility for
classroom behavior as being jointly
held by the teacher and the students.
I emphasize the importance of
individual choice and shared
accountability between all classroom
participants - myself included.

4. Rules
• Be respectful, responsible, and empathetic
• Listen to teacher and students
• Follow teacher directions
• Be in your seat when the bell rings
• Bring all needed materials to class
• Put electronic devices away

5. Procedures:
Restroom
• Ask before you leave
• Sign out
• Take restroom pass
Homework
• Turn work in correct bin at
beginning of class
Late to class
• Go to Attendance Office to get pass
• Passes from Main Office or other
teachers will be accepted
• Passes required to avoid receiving a
tardy
Dismissal
• Remain in seat until bell rings

6. Positive Consequences
Class input will be solicited to determine desired
and appropriate rewards for good behavior.
Positive phone calls home will be made for
outstanding work and behavior, especially for
students who have been struggling academically,
emotionally, or behaviorally.
Grade improvements and student accomplishments
will be posted publically on class bulletin board.

7. Principles of Intervention
• When possible, implement non-verbal interventions first
• When possible, expectation reminders or reprimands will
be delivered privately
• Interventions should be brief so as not to disrupt class
work
• Target and set limits on behaviors not feelings
• Interventions will be delivered in a calm assertive
manner
• Intervention steps can be bypassed depending upon
situation
• If non-verbal and verbal interventions fail, transition to
consequences

8. Non – Verbal Hierarchy
Planned Ignoring
Signal Interference
Proximity Interference
Touch Interference (Rarely Use)
Verbal Hierarchy
Class Reminder
Positive Phrasing – “As soon as you x, we can y”
Rule Reminder / Direct Appeal
Explicit Redirection – “You have a choice”
Cantor’s Broken Record – “You have chosen to x. Please x (repeat up to 3 times)
Intervention Hierarchy

9. Under appropriate circumstances, students will
experience the natural consequences of their
choices. Earning lower grades for failure to turn in
homework, or follow assignment directions are
appropriate circumstances for natural
consequences. Interventions will follow repeated
mistakes, however.
Natural and Logical Consequences
All behavioral
interventions will be
logically related to
student misconduct.

10. Negative Consequence Delivery
• Negative consequences will
be delivered in such a way as
to protect student dignity
• Eye-contact and proximity
will be employed prior to
delivering expectation
reminders or reprimands
• Effort will always be made to
understand cause or motive
for disruptive behavior
• Surface management,
behavioral intervention, and
conferencing will emphasize
personal responsibility and
choice

11. General Consequence Hierarchy
•After Class Discussion
• Lunch Detention
• Isolation from Activity (In Class)
• Parent Contact
• Office Referral
Hierarchy of Measures
After Class Discussion
Lunch Detention
Isolation from Activity (In Class)
Parent Contact
Office Referral
• Discussions with student will take place during each step of the consequence
hierarchy.
• Administration and School Counselor will be contacted prior to any call home to
parents.
• Attempts will be made to establish an intervention team consisting of myself, other
concerned teachers, administration, and the school counselor prior to scheduling
parent conference.

12. Chronic Behavioral Issues
Long-term Strategies:
• Work to establish positive relationship with student.
• Provide opportunities for improvement and celebrate incremental
accomplishments to break cycle of discouragement.
Short-term Strategy:
• Implement Anecdotal Record Keeping Program, as a way to record
and reinforce positive behaviors.

13. Crisis Plan
• Send a student to the office to notify administration of
event
• Send the rest of the class to neighboring classroom
• If possible, help the student(s) in crisis to reestablish
self-control until administrators arrive
• Bring the rest of the students back to class once the
crisis has been addressed
• Notify parents of incident
• Document incident and actions taken
• Maintain behavioral records on daily basis

14. Classroom Layout and Décor
• Desks will be arranged in pairs.
• Students will sit in assigned seats
• Students will be permitted some free
movement around room
• Space permitting, round tables will be
arranged in the back for collaborative or
individual work.
• Disposition of desks will ensure that all
students are visible at all times

15. Parent Communication Policy
• Solicit feedback from parents regarding student
education needs with introduction letter and
during open house presentation.
• Call or set up meeting for complex issues, like
behavior problems
• Email parents for logistical matters or in response
to basic questions like student grades
• Keep administrators apprised of complicated or
antagonistic parent messages as they occur. Seek
administrative council before responding.

16. Conferencing Guidelines
• Coordinate with staff and administration to
form an intervention team if needed
• Lead with positive things to say about student
• Actively Listen more than speak
• Express sympathy and work to develop a
collaborative relationship, in which everyone
commits to cooperatively addressing the issue
• Thank parents for their involvement and time

17. Action Plan
Area Objective Completion Date
Develop Toolkit Make posters for SOP rules and procedures Before School Year Begins
Design Student Referral Form Before School Year Begins
Create Substitute Teacher Folder Before School Year Begins
Develop rules and procedures brocure Before School Year Begins
Teach the plan Teach rules and procedures First day
Share the plan Discuss with school leaders First day
Share with parents Open house or first week
Schedule review lessons Week after breaks
Deliver review lessons Week after breaks
Follow up with parents Week after breaks
Review the plan Review and revision plan Periodically and end of Year

18. References
Dawson, C. (2013). “Classroom Management Plan.” [Video File]. Retrieved from:
http://www.youtube.com/watch?v=o40kE-SnS6s&feature=youtu.be
Levin, J., & Nolan, J.F. (2014). Principles of classroom management: A professional
decision-making model (7th ed.). Boston, MA: Pearson.
Bouffard, Suzanne. (2013). “Email Dos and Don’ts for Educators.” Harvard Education Letter. 2:29.
Retrieved from: http://hepg.org/hel-home/issues/29_2/helarticle/email-dos-and-
don%E2%80%99ts-for-educators_565
Haws, Lolli. (2011). “Effective Communication with Parents.” Education World. Retrieved from:
http://www.educationworld.com/a_admin/effective-communication-with-parents.shtml.
Mosle, Sara. (2013). “The Dicey Parent-Teacher Duet.” Opinionator: The New York Times. Retrieved
from: http://opinionator.blogs.nytimes.com/2013/01/11/the-dicey-parent-teacher-
duet/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1.
The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1): Learning the
components of a comprehensive behavior management plan. Retrieved on [month, day, year]
from http://iris.peabody.vanderbilt.edu/module/beh1/