Scott 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

  Each day 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.

Classroom Management 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.

Classroom Procedures

  There are 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.

Being of Class Routine
  1. The student enter the classroom quietly and to their assigned seats.
  2. The students turn on their computers and do their “Bell Work”
        A. Open Microsoft Word and type:

    3. Students raise their hand and have teacher check it.
    4. Then students start lessons or assignment currently working on.

Exiting Routine

    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.

Buddy System
  Students are encouraged to ask their fellow classmates to the left and right of them, not across the room.

Junior Geek Squad
Grade 5-6, and 7-8 students

  After 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

Future Classroom Ideas

  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 and red=stuck.

      To assemble 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.

  Currently 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.

Physical 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.

  The 4th 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 accuracy.

  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.

Classroom 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.

Getting Students Attention

    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.

Homework Policy

  The students will need to practice their Home Row Keys outside of class; otherwise the students will be doing their homework during class.

Discipline Theories Modeled

  My classroom 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.

  I stated 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.

  The theorist 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.


  As 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.