My Classroom Management Plan for Elementary

Section 1: Routines and Procedures

Class Attention Signals

I would say, “Alligator, Alligator,” The child will then clap while saying “Chomp, chomp, chomp!”
Calling out a countdown from five to zero, once we hit zero, the class and I will say “Blast Off!”
For when I need them to sit at their desk, “Clap your hands and stomp your feet!” To which the children would reply, “We need our bottoms in our seats.”

Morning Routines

Entering the Room:

I would greet my students by the door, taking notice of their attendance.
The students would hang their backpacks up and/or put them away.
The students are then expected to sit in their seats to begin morning work.

Getting started on work:

To get the students started, I would introduce the morning work and then start a visual timer. One for gathering the necessary supplies, and another for the assignment itself.

Arriving late:

The children can quietly put their things away, and any assignments they missed, will be awaiting them on their desk.
I will circle around to the tardy student as soon as possible to catch them up to speed, otherwise they may raise their hand for inquiring questions.

Getting materials:

I would use labeled bins, in an easy to access location, away from the center focus of the classroom.
I would have grouped desks, so one student from each group would be selected to collect supplies.

Other:

A good way to start the day would be a write about how the students are feeling and how they are doing, on a daily chart.

Routines for Managing Work

Getting assignments and turning in work:

To receive assignments, I would personally pass them out to the children. Any tardy or missing children’s work would be on their desk and collected at the end of the day.
Using stackable paper trays along a counter or table, with each tray being numbered. As assignments are completed, the students would be expected to put their assignments in the tray that corresponds to their assigned number.
Returned and graded work would be placed in a color-coded folder to go home in.

Managing independent work times:

I would have signs posted on the board to give clear expectations: “Work Quietly.” “Stay in your seat.” “If you finish early, grab a book.”
We would listen to calming music as a class.
A visual timer, to help students with time management.

Managing cooperative work times:

Post on the board: “Respect Each Other.” “Listen to everyone’s ideas.” “Stay on task.”
Set clear roles for each of the students in a group, while making sure it's balanced based on the individual strengths of the students.

Getting help:

For when the students need help, in the beginning days, we would decorate a three-section paper. The sections would be labeled “Working”, “Done”, and “Stuck”. Once the students have it decorated to their liking. I would laminate the papers and fold them in a triangular pattern to meet, while securing them. The students would then be able to discreetly communicate with me which stage of the assignment they were in and if they need help by displaying their card.

Transitioning:

For ease in transitioning, I would first post a daily schedule on the board, and in the morning, I would go over what our day would look like.

At the beginning of every transition, I would remind the students of what we will do after.
Visual timers throughout the day.

End of Class/Day Activities

Ending instruction:

Exit-Tickets, where the students write in a journal or on a piece of paper, three things they learned, two interesting facts, and one question they still have.
We play a game at the end of the day on Fridays, where the kids write the most interesting thing they learned that week on a piece of paper and crumple it up. Then the students close their eyes and toss it in the air. The “snowballs” are then collected, and each student gets a chance to read what they found.

Organizing and gathering materials:

Color-coded folders for each subject.
A pouch for their individual supplies
For a class supplies station, I would have bins that are labeled to show what goes where.

Dismissal:

Students are expected to clean their area and return any supplies to the labeled supplies bins; they have a visual timer to complete this.

On Fridays, we begin dismissal a little earlier, and we do the “snowball” game.
I will then bring the student down onto the carpet or to the front of the classroom to do a brain break game.
Afterwards, I announce everyone in numerical order to line up by the door for dismissal.
The students are reminded of the expectations to be quiet and respectful in line.
Students in after-school programs are placed in a separate line and brought to designated areas by office instruction.
Any changes to dismissal plans are confirmed with students, parents, and cross-checked with the office.

Section 2: Developing and Teaching Expectations

My Classroom Expectations	What This Looks Like In My Classroom
Raise Your Hand To Speak Or Stand	Students will raise their hand if they need my attention or something else, such as the bathroom, the nurse, or a drink of water.
Make Smart Choices	Students complete their work on time, follow directions, use materials appropriately, and make safe decisions.
Be Respectful	Students will show respect to their peers, teachers, and surroundings.
Ready To Learn	Students come ready with materials, participate in class, and stay on task.

Teaching Expectations

Method for teaching expectations at beginning of year

I would introduce expectations during the first week of school through creative writing exercises, with the students working in groups. The children would receive examples of poor decision-making and come to a vote on which rule is being violated. Afterwards, we would share as a class and decide if it sounds correct.
Post permanent décor displaying the rules and expectations.
Practice and remind of the rules daily, with positive reinforcement and feedback for following expectations

Plan for Re-Teaching expectations throughout year

Revisit rules after long breaks or when patterns of misbehavior emerge.
Use the beginning of the day to go over the rules before lessons begin.

Strategies for incorporating expectations into instruction

Praise students when they demonstrate expectations during lessons.

Section 3: Encouraging Positive Behaviors

System for reinforcing individual students:

In their going-home folder, I would provide a weekly page that has our rules and expectations for each day of the week. For meeting these expectations, they would receive stickers to put in those areas. That way, it is a reward that can be easily seen by the parent and does not shame the student if they are lacking in stickers.
I would offer rewards, such as being a helper, passing out papers, stapling papers together, passing out supplies, etc.

Class–wide reinforcement system:

We could implement a marble jar for a point system. Positive behavior to earn this as a class would include: being quiet in the halls, returning to line from recess quickly, good behavior at lunch, being quiet during independent work, and good teamwork during group activities.

Strategies for increasing positive feedback – (on the part of students and self):

Using a 4:1 ratio of positive reinforcement to correcting behavior.

Strategies for increasing personal regard (respect for one another and self):

Greeting each student by their name, every morning, with a smile and a high five(if they are willing).
Celebrating student diversity through cultural sharing days and inclusive literature.
Model empathy and kindness through activities.

Section 4: Safety, Assemblies, Etc.

When conducting regular safety drills, ensure that they are explained calmly and thoroughly.
Make sure that I have a detailed list of emergency contact information and medical supplies that are easily accessible to the students.
Prepare students for the expectations during assemblies, such as being quiet, eyes on the speaker, and staying in their seats. Bathroom breaks are conducted before we go.
Reflect on behavior and what we learned after the assembly.
Teach responsible use of technological devices.
Set clear guidelines for when and how technology is used in class.