Classroom Management Plan
Classroom Management Plan
Classroom Rules
Rules
Be respectful to yourself and others.
Listen when someone is speaking.
Follow classroom procedures.
Take care of materials and classroom space.
Try your best and participate.
Explanation of Rule Creation and Reinforcement
During the first week, rules and procedures will be explicitly taught using visual examples posted in the classroom.
Students will practice routines for the first week to first month to build behavioural stamina.
If rules or procedures are broken, instruction will pause → discuss behaviour → practice again.
Routines will be reinforced throughout the year.
Support for Students Who Struggle
Younger grades: behaviour colour chart system.
Older students: verbal warning progression system/ behaviour chart
Warning progression:
1. First reminder
2. Discussion check-in
3. Intervention or private conference
Classroom Procedures
Entering Classroom
Enter quietly.
Go directly to your seat.
Prepare materials and begin the starter task (Wordle on board).
Going to Desks
Move directly to the assigned desk.
Maintain "library" or low voice level.
Getting Sketchbooks
Wait for teacher instruction.
One or two groups retrieve materials at a time.
Return to seat.
Getting Materials / Leaving Desks
Take only required materials.
Move safely and quietly.
Asking / Answering Questions
Wait to be called.
Speak respectfully and clearly.
Demonstration of students respectfully waiting with their hands on their heads. Non- verbal signal of understanding and that I, the teacher, can move to the next question/answer.
Asking for Help
Try task first. Ask a peer if appropriate. Raise a hand (w/ crossed fingers) for teacher assistance.
Attention-Getting Procedure
Use one of the following:
“1, 2, 3 – eyes on me.” → Students respond “1, 2 – eyes on you.”
“Class, class!” → Students respond “Yes, yes!”
Teacher "Holy Moly" - Students " Guacamole"
Teacher "Ozzy,Ozzy,Ozzy" - Students "OUI,OUI,OUI"
Expectation: Stop talking. Face teacher. Listen.
Bathroom and Water Breaks
Ask at an appropriate instructional break.
The sign-out system may be used for older grades (class plunger).
Class Discussion
Only chosen if a hand is up.
Listen respectfully.
Do not interrupt.
Build on others’ ideas.
Helpers
Classroom helpers may be assigned jobs visible to students.
Follow the teacher instructions.
Return to seat after helping.
Leaving Classroom as a Class
Wait for teacher dismissal.
Line up quietly at the door.
Hallway Behaviour
Walk.
Use quiet voices.
Stay with the class group.
Respect other classes.
End of Class Routine
First 5 minutes: Begin organizing materials and preparing transition.
Last 5 minutes: Start clean-up routine.
2 minutes before bell: Students stand quietly at the door and wait for dismissal.
Absence
Students check missed work after returning.
Teacher provides support or instructions.
Personal Electronic Devices (Secondary Level)
Teacher permission is required.
Disruptive device use will result in reminder → discussion → intervention.
Relationship-Building Plan
Learn student names and interests early.
Use positive reinforcement and specific praise.
Provide choice when possible.
Support students who experience anxiety or emotional regulation difficulty.
Use collaborative peer learning where appropriate.
Intervention Plan
Before Behaviour Escalates
Non-verbal cue (proximity, eye contact).
Private verbal reminder.
Rule review.
During Practicum UpdatesTrack behaviour patterns. Adjust supports based on student needs. Communicate with the cooperating teacher.
Core Strategy Model
Pause → Practice → Reflect → Retry.
Classroom Management Reflection (During and After Practicum)
Strengths
Clear, consistent routines.
Focus on relationship-building.
Predictable structure promotes safety.
Areas for Growth
Improve timing of interventions
Continue developing emotional regulation supports.
Balance structure with student autonomy.
Alternative Strategies
Interest-based task choices.
Movement breaks
Alternative workspace options when appropriate.
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