Morgan's Classroom Management Plan
Trinity Lutheran 1st - 8th Grade Computer Class
Grades 1st - 2nd
12:45pm - 1:15pm
Grades 3rd - 4th
1:15pm - 1:45pm
Grades 5th - 6th
1:45pm - 2:30pm
Grades 7th - 8th
2:30pm - 3:15pm
Introduction and Overview
that I spend in the classroom presents new challenges. Every situation
and each different child requires an individualized response from
me as the teacher. Nevertheless, a formal, written classroom management
plan supported by research is an invaluable starting point when
dealing with the ever-changing features of a classroom. I have always
been an “organizer”. I like to be prepared. So, it is little wonder
that I rely on organization, planning, and routine as 90% of my
classroom management plan. When I am able to anticipate problems
before they occur, I can avoid them and allow my classroom to function
smoothly. The other 10% of the plan consists of discipline policies
such as rules, consequences, and incentives. In most cases, if the
day is organized and planned well, the discipline policies are not
an issue. However, they are available if needed. I have learned
that being myself and treating my students with respect is the best
way to resolve any situation. Showing them that I truly care about
their success and happiness is the best way to convince students
that we are all working toward attaining common goals.
Develop an understanding of students' cognitive, social, physical,
and emotional development and to create learning opportunities
that support student academic development.
Recognize and value student diversity and the differences in how
students learn and provide instruction to accommodate such diversity.
Create a classroom environment that facilitates learning and a climate
that encourages fairness, positive social interactions,
active learning, and
Spark enthusiasm for learning.
a multitude of classroom procedures that quickly become routine
for my students. These procedures provide classroom ownership for
the student's and help the day flow more smoothly. Since we essentially
follow the same routine every class period, students know what to
expect, thereby minimizing disruptive behaviors. I feel the two
most important routines in elementary and middle school occur when
the students walk in the door and when it is time to leave at the
end of the class period. These two times can be very chaotic if
not managed properly.
of Class Routine
1. The student enter the classroom quietly and to their
The students turn on their computers and do their “Bell Work”
Open Microsoft Word and type:
Students raise their hand and have teacher check it.
4. Then students start lessons or assignment currently working on.
1. When instructed to do so… Students will shut down at their computers.
2. Students will push in their chairs.
3. Students will line up at the door.
4. Students will exit room quietly and walk in a single line to
their next class.
Red Cup / Technology Questions
I have 17 computers in my classroom. There is a red plastic cup
at each station. When a student has a technology question, the student
puts the red cup on top of his/her monitor. No more annoying waving
of the hands to receive help with tech problems, while waiting for
an answer. Many times the student will solve his/her own problems,
while waiting for help.
Students are encouraged to ask their fellow classmates to the left
and right of them, not across the room.
5-6, and 7-8 students
a few weeks, I will assign the job of computer helpers. I call these
helpers the Junior Geek Squad to the rescue. This method of helping
others with tech problems really works! If the Geek Squad members
cannot solve the problem, I'll intervene. CURRENT
JUNIOR GEEK SQUAD
Red / Green
Card. If a student has a question or concern they turn their card
from green to red. So, in five year old terminology, green=good
your very own red/green cards take index cards and tape green construction
paper on one side, and red construction paper on the back. If you
want them to last a few years, I highly suggest you get them laminated.
When the come back from laminating, take wooden squeeze clothespins
from the dollar store and affix them with an adhesive to the corner
of your computers.
each student is using a floppy to save his or her work. My future
classroom students will be using flash drives. I will use white
nail polish and paint a personal class number on each flash drive.
The flash drives will hang on the ropes pinned to a tech bulletin
board. After a lesson on how to use the drives, students are to
use the flash drives in the computer lab to save their assignments.
Arrangement of the Classroom
I have arranged
my room in an upside down U shape. The student's computers are against
the 3 walls, the students sit in their assigned seats facing the
wall in the front of the room is where my computer and chalkboard
is located. However, I do not spend much time at my desk during
the day. I normally stroll through the classroom answering questions
and helping students stay on task. I find this arrangement helps
me, the teacher monitor the students keyboarding ability better,
because students never know when I am looking over their shoulders,
plus help discourage behavior problems.
In my classroom,
school is considered each student's job. Just as I am expected to
show up to my job each day, prepared and ready to work, I expect
each student to come to school prepared and ready to work. If the
students stay on task and finish their lessons or assignment, then
they get rewarded to play “Keyboarding Keys”. These games are not
only fun to play, but help the students to type faster with better
I also use
lollipops as a motivation for recalling questions or remembering
supplies. I don't use the lollipop all the time, so students don't
know when to except them. Students do like receiving the lollypops.
I let the students eat them in class.
Rules and Consequences
I will be
following the rules for the computer room that I wrote and the schools
policy for discipline and consequences. I will normally deal directly
with prohibited behavior problems in my classroom.
1. A bell
will be rung to get the students to lower their voices.
2. Flicking the lights on and off, once, will tell the students
to stop talking.
3. *Flicking the lights on and off, three times, will tell the students
to stop talking for the rest of the class period.
* I will use this discipline only if I have to ring the bell twice
during a class period.
will need to practice their Home Row Keys outside of class; otherwise
the students will be doing their homework during class.
management plan is, a hodgepodge of strategies that I have borrowed
from my former teachers as well as former and current colleagues.
Time spent student teaching and substitute teaching gave me access
to a wide range of practical ideas and theories that I actually
saw working in real classrooms.
earlier that I rely on organization, planning, and routine as 90%
of my classroom management plan. In his Instructional Management
plan, Jacob Kounin focuses on classroom management as the primary
factor in good classroom discipline and believes that techniques
that are engaging to students will keep them on task, thereby reducing
misbehavior (Charles, 1999). In his Noncoercive Discipline plan,
William Glasser asserts that increasing student satisfaction with
school is a deterrent to misbehavior and that schools should emphasize
quality in curriculum, teaching, and learning (Charles, 1999). I
absolutely agree with both men. If a student is engaged in his/her
work and satisfied with the environment, he/she is going to produce
quality work and will not find the need or desire to misbehave.
that I align my management plan with the most is Fredric Jones and
his Positive Classroom Discipline. Like Kounin and Glasser, Jones
also focuses on the organization of the classroom environment as
a tool to reduce the amount of inappropriate behavior. In addition,
Jones reminds teachers of the value and potential effectiveness
of body language in behavior management. All experienced teachers
know that moving closer to an inappropriate behavior is often all
that is needed to stop it. Jones goes much further with suggestions
ranging from proper breathing to facial expressions. I have learned
that remaining poised is essential to maintaining control, especially
in a classroom situation. Finally, Jones advocates, “using incentive
systems to motivate responsibility, good behavior, and productive
work” (Charles, 1999). I believe my incentive program encourages
responsibility, good behavior, and quality work.
of today, this is my classroom management plan. It serves me well
with the particular group of students that I am working with this
year. However, the plan constantly evolves as different students
with different needs walk through the door. Although I rely heavily
on planning and organization, I fully realize that no plan is infallible.
As long as my emphasis remains on the needs of my students, I am
certain that most misbehavior can be avoided and my classroom management
goals will be met. In the mean time, I will continue to vigilantly
watch for effective strategies and ideas, as well as to keep an
open mind in efforts to improve upon my existing plan.
Charles, C.M. (1999). Building classroom discipline. New
York: Addison Wesley Longman, Inc.