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Running Head: Classroom Management
Classroom Management Plan
Lauren N. Bruce
University of Richmond
I pledge that I have neither given nor received unauthorized assistance during the completion of this work.
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This classroom management plan was created with a 6th grade language arts class in
mind. The middle school is located in suburban Hanover County and is one of the oldest two
middle schools in the county. The classes are comprised of a slight majority of white children,
the largest minority group represented is African American, and there are few Asian-American
children. Most children come from middle-class families, about 10% receive free or reduced
lunches.
Block scheduling at this middle school requires daily instruction in language arts for all
6th grade students. Because of this, each student receives a 90-minute block classes of language
arts on one day, then 45 minutes the next. This schedule allows for four classes of children
under the teacher’s instruction. One class is taught with a collaborative teacher, to aid with
instructing several students with IEPs, and the other three classes represent mixed abilities-
ranging from slightly below-level students to high-performing/gifted students. The collaborative
class is comprised mostly of male students, and the three “standard” language arts classes
contain more of an equal mix of male and female students.
Because the students are transitioning from elementary school to middle school, I will
remain especially aware of the many changes occurring in students’ lives, both on a physical and
an educational level throughout the year, and will conduct my classroom in a manner which is
conducive to aiding the students as they become adjusted to the middle school setting and
curriculum. I will hold my students to high expectations, but will provide them with the
necessary support and resources to help them achieve this expected level of academic effort and
growth.
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Philosophical Beliefs on Classroom Management at a Secondary Level:
I believe that the most vital component to classroom management at any age is
established mutual respect and trust. This is especially important when teaching at the middle
school level, as children begin to experiment with a greater level of independence at school, and
in many cases, at home. This basic premise of mutual respect as classroom management not
only requires student-to-teacher respect (and vice-versa), but also requires student-to-student
respect and cooperation.
I will begin the school year by clearly communicating my expectations of student
behavior to both the children enrolled in my classes as well as their parents/guardians, and will
consistently hold children to these expectations throughout the course of the school year. I
expect the students in my class to be responsible for completing any homework assignments
themselves, and I also expect them to communicate information regarding the course and their
grades to their parents, but I reserve the right to contact a parent or guardian when necessary to
request support for learning or behavioral issues. I will encourage parents to contact me via
email or scheduled conference (on telephone or in person) when interested in more detailed
information concerning academic or behavioral matters. As my students and their parents will
expect me to provide an engaging classroom, I will ensure that I engage in an adequate amount
of time preparing and planning for the day’s lesson and I will have the each day’s materials
ready before school begins each morning. I will be flexible in teaching style, and will make
adjustments as needed to adjust my plans to meet the needs of my students. I will be available
before and/or after school when needed to provide extra assistance to my learners. It is my
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expectation that I am a partner in each child’s education and development and my attitude, words
and actions will clearly convey this to each student and their parent.
I have created a behavioral contract to review with students on the first day of school as I
communicate my expectations. I will require that all students respect their peers and their
teacher, and I will use authentic praise and reinforcement to positively guide their behavior. I
understand that this may not work for some of my students, so I will be prepared to create
individualized behavior management plans if needed. I anticipate that some of my students with
IEPs may need this type of personalized plan. I prefer to not use a rewards-based management
plan, as I want students to learn the intrinsic value of proper behavior; essentially- doing well for
the sake of feeling good about oneself. For those students requiring a more specific behavioral
management plan, I will conference with the student to determine what motivates them and will
try to incorporate these interests accordingly into a plan that rewards good behavior rather than
bribing the student to behave well.
My classroom will promote an engaging learning community which meets the needs of
my diverse learners and supports their academic growth through various methods of curriculum
implementation including, but not limited to whole-group instruction, collaborative team
learning, and individual practice, reflection and feedback. The following appended documents
are representative of my classroom management plan:
4 Student Behavior Contract
5 Parent Welcome Letter
6 6th Grade Language Arts Syllabus
9 Class Appearance and Seating Arrangement Example w/ Rationale
15 Discipline Management Plan (with Preventative Strategies)
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Insert student behavior contract here
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Insert Parent Letter here
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6th Grade Language Arts SyllabusMs. Lauren N. Bruce
Course DescriptionThis course emphasizes an integrated approach to the study of language. We will use many resources including, but not limited to: textbook, novels, periodicals, primary sources, and the internet. Students will learn by participating in a variety of class activities including lecture, guided practice, independent study (homework, research reports and learning contracts), and partner- and group-collaborative learning.
Course ObjectivesPlease visit the Virginia Department of Education’s website for Standards of Learning for this course. (http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml)General standards for this course require the student will:
6.1: analyze oral participation in small-group activities.6.2: listen critically and express opinions in oral presentations.6.3: read and learn the meanings of unfamiliar words and phrases.6.4: read and demonstrate comprehension of a variety of fiction, narrative
nonfiction, and poetry.6.5: read and demonstrate comprehension of a variety of informational
selections.6.6: write narratives, descriptions, and explanations.6.7: edit writing for correct grammar, capitalization, punctuation, spelling, and
sentence structure.
Required MaterialsStudents are expected to come to class prepared each day with the following materials:
Textbook Binder (required for all 6th grade core subjects) Pencils, erasable pens and loose-leaf paper
The following materials will be stored in class and will only been sent home when necessary for parent review or assignment completion:
Practice workbook Student 5-subject spiral writer’s notebook Novels
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Grading and Assignment ExpectationsThe grading scale for Hanover County will be followed. A= Excellent 100-93
B= Above Average 92-85C= Average 84-77D= Below Average 76-70E= Failure 69 & below
Grades for 6th grade Language Arts are weighted per the following scale:50% Tests, projects, and finished drafts of writing30% Quizzes* and rough drafts of writing20% Homework, and class work
*Daily participation and writing journal for the term count as one “quiz” grade each.
Late work will lose ten points per day (not block) for each day it is turned after the designated due-date. After three days, the highest possible score for late work will be a “50” (F). Work not turned in at all will receive a score of “0.”
Your student will receive an interim progress report midway through each 9-week grading period, and a report card at the conclusion of the 9-weeks. Grades will be posted on TeacherEase and I encourage all parents to check their child’s progress regularly.
Learning is an ongoing process and I do not believe that a test grade is the end-point to any material covered in my class. After tests, we will review and re-teach material that was not mastered either on an individual basis (as requested by the student) or on a whole-class level when needed. Each student always has the option of correcting missed test items to add an additional grade to the test scores used to calculate final grades. (Please note: This corrected test will not replace the initial grade.)
Absence PolicyPer Hanover County guidelines, students expecting to pass 6th grade language arts may miss no more than ten class blocks. Your student is responsible for making up work missed due to absence or tardiness. For absences excused by the school, one class period is permitted per day missed to make up work or tests. If assistance is required to help your student catch up on missed work, I am more than happy to schedule time to meet with the student at a time that is suitable for both of us. No make-up work will be accepted for unexcused absences.
Teacher Contact & CorrespondenceAs a partner in your child’s education, I will make myself available as necessary to meet with you, and/or your student regarding academic and behavioral matters. I check my email daily- before school starts, during my planning periods (3rd and 6th blocks), and after school. I will respond to all emails within the same school day. If you would like to schedule a phone conference or an in-person meeting, please leave a message for me with the front desk or email. I am more than happy to set aside time that works for both of us.
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Parent Signature: Please Sign & ReturnI have read the information listed in the 6th grade Language Arts syllabus for Ms. Bruce’s class. I understand that the student is ultimately the one responsible for success in this course. If I have any questions or concerns, I will contact Ms. Bruce via the methods described in this syllabus. Parent/guardian preferred contact information is listed below.
Signed (Parent or guardian): _____________________________________________
Parent/Guardian Name(s):________________________________________________
Student Signature:______________________________________________________
Student Name:_________________________________________________________
Parent/Guardian Contact Information:
Preferred Phone Number:____________________________ (__cell __work __home)
Preferred Email Address:_________________________________________________
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Class Appearance and Seating Arrangement Rationale
Classroom Appearance:
I will put careful thought into how I decorate and organize my classroom prior to the
school year beginning, and will alternate different posters/bulletin boards/ displays throughout
the school year to keep the room “fresh” and engaging. One wall of the classroom will be used
for “Wondrous Words,” a middle-school-themed word wall display which highlights very
descriptive or new words that students use in their speech or in their writing. The display will
separate the wall into categories for each letter of the alphabet, and as students use advanced
vocabulary or find new words in their reading that they wish to share, I will post a card
displaying the word on the wall. (Students will be able to refer to this wall throughout the year
to enhance their writing, and will be proud of the recognition received when they suggest new
words to add to the wall.) I will plan bulletin boards to accompany the material we’re learning in
class. Themes for the board might include the writing process, tips for conducting internet
research, covers and brief synopses of recommended books to read, etc. Around the classroom, I
will have school rules posted, as well as relevant quotes about reading, writing, and teenaged life
from authors, presidents, sports stars, celebrities, etc. in general to encourage and support
students. I will carefully select the items that are posted and will rotate them out throughout the
year. I plan for the walls of my classroom to bring the room to life, without being busy or
cluttered with displays.
Aside from the walls being neatly and appropriately “decorated,” the furniture set-up in
my classroom will remain neatly organized. I will expect my students to work with me to keep
the room in order, because I feel that clutter gives off the impression of “chaos,” which is a
feeling that I do not want associated with my classroom. It is policy that sixth grade students
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store their backpacks in their locker, and students will be instructed that class materials should
either be stored in the basket under their desk seat or on top of their desk, so there should be no
clutter or tripping hazards present. The teacher’s desk will remain neatly organized, to set a
positive example for the students and to enhance the general “calm” atmosphere to the
classroom.
Classroom shelves and storage will be organized and clearly labeled so my students and I
can easily access materials needed. On the attached classroom layouts, I used the “shelf” icons
to signify places where I would keep bookshelves. The bookshelf immediately behind my desk
would be short (two or three shelves) and would contain teaching resource books and my copies
of novels, textbooks, etc. On top of this shelf, I would keep a CD player with a collection of
instrumental music to play occasionally during silent reading or writing time. The shelf located
next to this will contain materials for my students. One shelf will hold classroom supplies for the
students, stocked with items such as loose-leaf paper, pens, pencils, a stapler, a hole-punch, and
an electric pencil sharpener. The remainder of the bookshelf would hold novels and nonfiction
books that students could borrow from the class “library,” as well as resources that may be of
help when writing, such as dictionaries and thesauruses. The storage unit indicated next to the
row of computers will store student workbooks (that accompany the textbook), novel sets
currently being used in class, and the students’ five-subject spiral notebooks that will be used for
pre-writing assignments and journaling.
Seating Arrangements:
To help create a productive environment that will be conducive to collaborative learning,
students will be assigned seats for the entire school year. I will change the desk arrangement for
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the second semester. Assigned seats will be changed at the beginning of each nine-weeks
marking period, and will be determined based on student behavior and academic needs while
taking into consideration the existing dynamics of peer interactions. At the beginning of the
school year, students will be assigned seats alphabetically. For the remaining three nine-weeks
making periods, an attempt will be made to separate children who are already friends, in an effort
to promote collaborative learning with peers that one has not yet had experience working with.
Two seating charts have been created using the “Classroom Architect” tool from
http://classroom.4teachers.org, and immediately follow this section. To create the seating chart,
I assumed that there would be 28 desks in the classroom (in middle schools I have visited, class
size has ranged from 16 students to 31, so I opted to assume I’d be on the higher end of the
scale.) I also assumed that I would have a minimum of three computers in the classroom, as the
three sixth grade classrooms I’ve observed in Hanover County have all contained several
computers. The teacher’s desk and shelving/storage for academic materials is located at the back
of the classroom, in close proximity to the teacher’s desk. The desk will be used for planning
purposes during designated planning periods, and for writer’s consultation with students during
class, but it will otherwise remain unoccupied during class. The class will be taught from the
front of the classroom. The two desk arrangements I created can be used for standard class
sessions, but when appropriate for learning, I may alter the look of the classroom on a short-term
basis for literary debates, a circular whole-group book discussion, or in small clusters for group
work. The rationale for the seating set-up follows.
Class Arrangement A:
At the beginning of the school year, the desks will be arranged in three clusters of short
rows. There are no more than four students in any given row, so that I am in close proximity
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should I need to approach a student to gain their attention, correct behavior or provide academic
assistance of any sort. There is an even number of children in each cluster of desks, so that if I
give direction for students to “turn and discuss” a journal entry or other class work assignment
with a peer, they are easily able to do so where they are seated. There is adequate floor space for
me to walk around the classroom as I teach, and for students to move around as needed.
Class Arrangement B:
For the second semester, my classroom will resemble more of a U-shape. The first part
of the school year was spent acclimating students to middle school and assisting them as they
met higher expectations for learning and collaboration. As we’ve entered the second semester, I
expect students to regularly exemplify the high expectations I have for the classroom learning
community. We will participate in more literary discussions, and I believe the U-shape will
allow students to have easier visible access to their peers to allow for more personal interactions
during these discussions. The U-shape is formed with short rows (three desk maximum per row)
so that I am in close proximity to all students. There is space around the outside border of the
“U” as well as a clear aisle down the center to the “U” for the majority of class traffic to travel
through.
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Seating Arrangement A
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Seating Arrangement B
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Discipline Management Plan
Preventative Strategies:
My strongest tool for maintaining a disciplined 6th grade class will be effective
preparation and execution of well-organized, thoughtful and engaging lessons. In preparing for
my different classes, I will plan differentiation methods to employ that will make each day’s
learning appropriate and meaningful for the students. Thorough lesson planning will be my
number one preventative strategy in classroom management.
From the first day of each school year, my class will operate based on a pre-determined
routine. We will follow this routine every day of the year, and the establishment of this routine
in the first few weeks of school will be a factor in classroom discipline. Students will come into
class, be seated, and store their belongings under their desk. At the very beginning of class,
students should check the board to read the day’s agenda, and record homework (if any) in their
school-issued agenda planner. When the bell rings, each block will begin with some form of a
“hook” activity to capture student attention and recall/practice prior knowledge while
introducing the day’s topic. The day’s objectives will be clearly communicated to students and
the day’s lesson will proceed from there. I will be mindful of the time left each class and will be
sure that I’ve ended the lesson’s development sequence with 10-15 minutes left in the block so
that I can review and provide appropriate closure to the day’s learning. Students will learn
quickly that they do not leave their seats until I dismiss them from class.
Hand-in-hand with well-prepared lessons and an established routine will be my demeanor
in the classroom. When I walk through the school door each morning, I will leave my family
affairs at home and will be fully committed to sharing my excitement for the language arts with
my students. I expect my students to choose to demonstrate a positive attitude each day, and I
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will exemplify this attitude as well. I will be respectful of students, will listen thoughtfully to
their input and questions and will respond kindly, but will be firm when needed to gain attention
or reinforce behavioral expectations.
I will also prevent misbehavior by carefully planning seating arrangements/assignments
in the classroom, and switching up seating more often than scheduled if needed to separate
students. For some informal “quick chat” exercises, my students will be permitted to turn and
share with a friend seated in close proximity. For more formal partnering or group activities,
such as literature circles, peer-editing groups, and other projects or learning contracts that require
cooperative work, I will assign student groups based on what I interpret a child’s best academic
interests are. I will be flexible if need be, and will take student input into consideration if and
when a major problem arises between a pair or in a group.
Behavior Management:
I believe that by effectively using positive and authentic reinforcement of desired
behaviors, and by using nonverbal cues such as “the look” (of unapproval), walking/standing in
close proximity to the misbehaving student(s), or by lightly touching the student’s desk or book
to bring attention back to academia when needed that I will be able to effectively control most of
the students in my classroom. When a student’s behavior must be verbally corrected, I will
always address the student respectfully and will make it clear that the behavior is undesirable,
not the student himself. I will not yell at students, as I believe this level of frustration shows a
complete loss of control as well as a lack of professionalism. I will conduct myself in a dignified
demeanor and will never employ methods or use language that might humiliate or embarrass my
students.
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If a student does not correct misbehavior after nonverbal and verbal cues, we will re-visit
the Behavior Contract reviewed on the first day of class, paying special attention to the violated
component. I show the student that I am sincerely interested in helping them be a cooperative
part of the classroom by explaining the significance of the rule and will ask the student if there is
anything we can do together to be sure that the behavior does not occur again. I will warn the
student that should I have to correct them again this week, I will have to assume they are
becoming a habitual offender, and will contact their parent (or guardian). I will use my
discretion, taking into consideration the family as well as the nature of the offense and will either
email or call the parent to report behavioral concerns and/or to set up a meeting.
If it is decided that a student’s behavior warrants a meeting with a parent, I will request to
speak with the parent prior to the meeting alone (either in person or on the telephone), and then
will have a conference including the student in the discussion. By sixth grade, I believe that
most of student misbehavior occurs as a result of a child experimenting with their increasing
independence and trying to find their place in the school and community. Since I’m assuming
their misbehavior may be a result of this independence experimentation, I want to teach them
accountability by including them in the meeting which will discuss their problems and decide
methods to resolve them.
In more serious cases of student misbehavior (incidents that involve extreme and
intolerable student language, violence, destruction of property, etc.), I will contact an
administrator for support. I will reserve administrator intervention for only the most severe
misbehavior exhibited.
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In Conclusion:
I feel that by beginning each school year with clear communication of behavioral
expectations and then reinforcing these expectations firmly, fairly and consistently throughout
the school year, I will be able to effectively guide my sixth graders through a smooth school
year. I will carefully consider all aspects of classroom management and will do my best to
constantly evaluate my lessons and class structure when needed, and will make changes when a
component is failing to meet the needs of my students. I will support students who face
behavioral issues by partnering with them to find strategies and tools to help overcome these
challenges. I hope that my attitude of professionalism and my excitement for the curriculum
paired with my sincere care for the well-being of every student will be evident, and by
establishing myself in this manner, I will gain respect from the students, their parents and my
colleagues.