Classroom Management Plan

Classroom Management Plan

Classroom Culture

  • First a foremost, the classroom environment must be physically and emotionally safe
  • The classroom should function as a community with its members caring about one another’s wellbeing. 
  • Relationships will be built on respect           
    • Teacher/Student: Teachers need to conduct themselves in ways worthy of children’s respect and always treat children with respect. 
    • Student/Student:  Students are expected to respect and be helpful to each other
  • Differences will be understood and celebrated


General Rules and Their Creation

  • My Rule:  Respect yourself, others and the environment.
    • Children will discuss what this looks like in our classroom and together we will write class rules under the headings of Respecting yourself, Respecting Others, and Respecting the environment
  • Each child will sign the rules in agreement and they will be posted with signatures so they can be easily referred as needed
  • Rules may be updated throughout the year

Procedures and Routines

  • Procedures and routines are a guide for positive daily behavior.
  • They will be practiced with the goal of helping children to become more independent as the year progresses. 

Preventing Discipline Problems

  • Classroom management should focus on prevention rather than reaction to behavior.
  • Making expectations known in the beginning of the year, keeping expectations consistent, having set routines and keeping kids engaged can prevent many behaviors.
  • Praising and rewarding appropriate behavior allows children to self-correct their actions by following the examples of their classmates while maintaining a positive classroom culture.

Classroom Discipline

  • First, children must understand it their behavior that is disliked, not them as people.
  • Consistency should be practiced in order for discipline to be fair and effective. 
  • Give instructive guidance rather than simply disciplining a child.  Discipline is not effective if children do not understand what they did wrong and what they should be doing instead.
  • Discipline System
    • 1st Offense:  Warning
      • May be verbal, may be simply a pointed shake of the head
    • 2nd Offense:  Time out within the classroom
      • Child will be expected to still be listening to the lesson and have their work in front of them so they do not miss learning time
      • Teacher will discuss behavior with student as soon as possible without disrupting whole class time
        • Discussion will include questions:  Why are you in time out?  Why was your behavior a problem to you? Why was your behavior a problem to others?  What should you be doing?  What are you going to do next time?
        • If another person was involved, an apology may be necessary.  Apologies may be written if the person is not available (Ex. A substitute teacher in gym class).
          • The discussion should end on a positive note if possible.  For example:  “You have some really great stories to share during writing Johnny.  I know you can follow the rules during our next writing time so you can share them with the class.”
    • 3rd Offense:  Time out outside of the classroom (if possible in school system)
      • Teacher will discuss behavior with student after student has calmed down (if needed) and as soon as possible without disrupting whole class time.  The same questioning process from time-out within the classroom may be used.
  • The system is merely a guideline and children should understand that certain behaviors such as violence or bullying will not be tolerated.  Depending on the situation and if the behavior is chronic, students may be sent directly to timeout in or out of the classroom without a warning. 


I believe when effective classroom management is paired with unconditional positive regard, all children have the chance to succeed.