Classroom Management Plan

Classroom Management Plan

1. 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.

Warning progression:

First reminder
Discussion check-in
Intervention or private conference

2. Classroom Procedures

Entering Classroom

Enter quietly.
Go directly to seat.
Prepare materials and begin starter task.

Going to Desks

Move directly to assigned desk.
Maintain zero or low voice level.

Getting Sketchbooks

Wait for teacher instruction.
One or two students retrieve materials at a time.
Return to seat immediately.

Getting Materials / Leaving Desks

Ask permission before leaving desk.
Take only required materials.
Move safely and quietly.

Asking / Answering Questions

Raise hand.
Wait to be called.
Speak respectfully and clearly.

Asking for Help

Try task first.
Ask a peer if appropriate.
Raise hand 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!”

Expectation:

Stop talking.
Face teacher.
Listen.

Bathroom and Water Breaks

One student at a time unless emergency.
Ask at appropriate instructional break.
Sign-out system may be used.

Class Discussion

Listen respectfully.
Do not interrupt.
Build on others’ ideas.

Helpers

Classroom helpers may be assigned.
Follow 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 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)

Devices are stored unless used for learning.
Teacher permission is required.
Disruptive device use will result in reminder → discussion → intervention.

3. 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.

4. Intervention Plan

Before Behaviour Escalates

Non-verbal cue (proximity, eye contact).
Private verbal reminder.
Rule review.

During Practicum Updates

Track behaviour patterns.
Adjust supports based on student needs.
Communicate with cooperating teacher.

Core Strategy Model

Pause → Practice → Reflect → Retry.

5. 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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