Classroom Management Plan
Bridging The Gap ...
Bridging The Gap ...
HOME Classroom Management Plan
Module 1: Vision
When you know where you are headed, you can guide students toward their own success.
a. Long-Range Classrooms Goals: Identify several major goals (instructional and behavioral) that you want to
accomplish with all your students by the end of the year.
b. Guidelines for Success: Develop, and plan to actively share with your students, “guidelines” that describe basic
attitudes, traits, and behaviors that will help students be successful in your classroom and throughout their lives.
c. Positive Expectations: Ensure that you have, and that you convey high positive expectations for the success of all
your students.
d. Family Contacts: Build positive relationships with your students’ families by making initial contact with them at the
beginning of the year and maintaining regular contact throughout the year. (send them a letter at the beginning of
the year and when ever you need to contact them)
e. Professionalism: Demonstrate professionalism at all the times.
f. Behavior Management Principles: Develop an understanding of fundamental behavior management principles so
that you can make effective decisions and take appropriate actions to help your students learn to behave
responsible.
g. Level of Classroom Structure: Determine whether your students need you to implement a classroom management
plan that involves high, medium, or low structure.
Module 2: Organization
When you have well-organized routines and procedures for your classroom, you model and prompt organized behavior
from your students.
a. Daily Schedule: Arrange (or modify) your daily schedule so that it maximizes instructional time and responsible
behavior and minimizes wasted time and irresponsible behavior.
b. Physical Space: Arrange the physical space in your classroom so that it promotes positive student/teacher
interactions and reduce the possibility of disruptions.
c. Attention Signal: Decide a signal you can use to get students’ attention. Teach them to respond to the signal by
focusing on you and maintaining complete silence.
d. Beginning and Ending Routines: Design efficient and effective procedures for beginning and ending the school day
(or class period).
e. Classroom Rules: Identify and post three to six Classroom Rules that will be used as a basis for providing positive
and corrective feedback.
f. Student Work: Design efficient and effective procedures for assigning monitoring and collecting student work.
g. Classroom Management Plan: Prepare a “Classroom Management Plan” with which you can summarize the
important information, policies, and procedures that you will use to motivate students and address student
misbehavior.
Module 3: Expectations
When your expectations are clear, students never have to guess how you expect them to behave.
a. Expectations for the Classroom Activities: Define clear and consistent behavioral
b. Expectations for Transitions: Define clear and consistent behavioral expectations for the common transitions that
occur during a typical school day.
c. Prepare Lessons on Expectations: Develop a preliminary plan and prepare lessons for teaching your expectations
to students.
Module 4: The First Month
When you teach students how to behave responsibly during the first month of school, you dramatically increase their
chances of having a productive year.
a. Final Preparation: Review and complete the essential tasks from Modules 1-3, and make final preparations for the
first day at school.
b. Day One: Be prepared to implement strategies on the first day of school that will allow you to make a great
impression on your students.
c. Day 2 Through 20 ( The first Four Weeks): During the first month of school, continue to implement the three-step
process for communicating expectations, and take the time to verify that students understand what is expected of
them.
d. Special Circumstances: Be prepared to teach your expectations to any new students who enter your class, and be
prepared to develop and teach all students your expectations for any unique events that may occur.
TOP
Module 5: Motivation
When you implement effective instruction and positive feedback, you motivate students to demonstrate their best behavior.
a. Enthusiasm: Present the tasks/behaviors that you want students to engage in, in a manner that will generate
enthusiasm on the part of students.
b. Effective Instruction: Implement effective instructional practices to keep students interested and academically
engaged.
c. Non- contingent Attention: Use every opportunity possible to provide each student with non-contingent attention.
d. Positive Feedback: Give students positive feedback in a variety of ways on their progress/success in meeting
behavioral and academic goals.
e. Intermittent Celebrations: Periodically reward individual students and the whole class with some kind of
“celebration” that acknowledges their progress/success in meeting behavioral and academic goals.
f. Ratio of Interactions: Plan to interact at least three times more often with each student when he or she is behaving
appropriately what when he or she is misbehaving.
Module 6: Monitoring and Revise
When you monitor what is actually going on in your classroom, you are able to make adjustments to your Classroom
Management Plan that will increase student success.
a. Expectations versus Daily Reality Scale: Determine the degree to which student behavior during daily activities and
transitions matches your expectations.
b. Ratio of Interactions Monitoring Form(s): Determine whether you are interacting with students at least three times
more when they are behaving responsible than when they are misbehaving.
c. Misbehavior Recording Sheet: Determine whether you need to implement an intervention plan or plans to deal with
specific types of student misbehavior.
d. Grade-book Analysis Worksheet: Determine whether student tardiness rates, attendance rates, work completion
rates, and work quality are satisfactory.
e. On-Task Behavior Observation Sheet: Determine the degree to which the independent work time in your
classroom is being used effectively.
f. Family/Student Satisfaction Survey: Determine how your students and their families perceive various logistic and
organizational features of your classroom.
Module 7: Correction Procedures
When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their
mistakes.
a. Analyze Misbehavior: Be prepared to categorize misbehaviors as early-stag, awareness type, ability type, attention-
seeking, or purposeful/habitual – and be prepared to use a basic correction strategy for each category.
b. Early-Stage Misbehaviors: For “early- stage” misbehaviors, be prepared with one of a repertoire of correction
strategies that are designed to provide information.
c. Awareness Type Misbehaviors: For ongoing misbehaviors that stem from students’ lack of awareness of when/how
much they are misbehaving, be prepared to develop and implement an intervention plan that includes increasing
their awareness of behavior.
d. Ability Type Misbehaviors: For ingoing misbehaviors that stem from students’ lack of ability or skill, be prepared to
develop and implement an intervention plan that includes modifying the expectations or environment or providing
instruction in the goal behavior.
e. Attention-Seeking Misbehaviors: For ongoing attention-seeking misbehaviors, be prepared to develop and
implement and intervention plan that includes planned ingoing.
Module 8: Class-wide Motivation Systems
When you implement class-wide systems appropriate t the collective needs of your students, you can enhance student
motivation to behave responsibly and strive for success.
TOP
Module 1: Vision
When you know where you are headed, you can guide students toward their own success.
a. Long-Range Classrooms Goals: Identify several major goals (instructional and behavioral) that you want to
accomplish with all your students by the end of the year.
b. Guidelines for Success: Develop, and plan to actively share with your students, “guidelines” that describe basic
attitudes, traits, and behaviors that will help students be successful in your classroom and throughout their lives.
c. Positive Expectations: Ensure that you have, and that you convey high positive expectations for the success of all
your students.
d. Family Contacts: Build positive relationships with your students’ families by making initial contact with them at the
beginning of the year and maintaining regular contact throughout the year. (send them a letter at the beginning of
the year and when ever you need to contact them)
e. Professionalism: Demonstrate professionalism at all the times.
f. Behavior Management Principles: Develop an understanding of fundamental behavior management principles so
that you can make effective decisions and take appropriate actions to help your students learn to behave
responsible.
g. Level of Classroom Structure: Determine whether your students need you to implement a classroom management
plan that involves high, medium, or low structure.
Module 2: Organization
When you have well-organized routines and procedures for your classroom, you model and prompt organized behavior
from your students.
a. Daily Schedule: Arrange (or modify) your daily schedule so that it maximizes instructional time and responsible
behavior and minimizes wasted time and irresponsible behavior.
b. Physical Space: Arrange the physical space in your classroom so that it promotes positive student/teacher
interactions and reduce the possibility of disruptions.
c. Attention Signal: Decide a signal you can use to get students’ attention. Teach them to respond to the signal by
focusing on you and maintaining complete silence.
d. Beginning and Ending Routines: Design efficient and effective procedures for beginning and ending the school day
(or class period).
e. Classroom Rules: Identify and post three to six Classroom Rules that will be used as a basis for providing positive
and corrective feedback.
f. Student Work: Design efficient and effective procedures for assigning monitoring and collecting student work.
g. Classroom Management Plan: Prepare a “Classroom Management Plan” with which you can summarize the
important information, policies, and procedures that you will use to motivate students and address student
misbehavior.
Module 3: Expectations
When your expectations are clear, students never have to guess how you expect them to behave.
a. Expectations for the Classroom Activities: Define clear and consistent behavioral
b. Expectations for Transitions: Define clear and consistent behavioral expectations for the common transitions that
occur during a typical school day.
c. Prepare Lessons on Expectations: Develop a preliminary plan and prepare lessons for teaching your expectations
to students.
Module 4: The First Month
When you teach students how to behave responsibly during the first month of school, you dramatically increase their
chances of having a productive year.
a. Final Preparation: Review and complete the essential tasks from Modules 1-3, and make final preparations for the
first day at school.
b. Day One: Be prepared to implement strategies on the first day of school that will allow you to make a great
impression on your students.
c. Day 2 Through 20 ( The first Four Weeks): During the first month of school, continue to implement the three-step
process for communicating expectations, and take the time to verify that students understand what is expected of
them.
d. Special Circumstances: Be prepared to teach your expectations to any new students who enter your class, and be
prepared to develop and teach all students your expectations for any unique events that may occur.
TOP
Module 5: Motivation
When you implement effective instruction and positive feedback, you motivate students to demonstrate their best behavior.
a. Enthusiasm: Present the tasks/behaviors that you want students to engage in, in a manner that will generate
enthusiasm on the part of students.
b. Effective Instruction: Implement effective instructional practices to keep students interested and academically
engaged.
c. Non- contingent Attention: Use every opportunity possible to provide each student with non-contingent attention.
d. Positive Feedback: Give students positive feedback in a variety of ways on their progress/success in meeting
behavioral and academic goals.
e. Intermittent Celebrations: Periodically reward individual students and the whole class with some kind of
“celebration” that acknowledges their progress/success in meeting behavioral and academic goals.
f. Ratio of Interactions: Plan to interact at least three times more often with each student when he or she is behaving
appropriately what when he or she is misbehaving.
Module 6: Monitoring and Revise
When you monitor what is actually going on in your classroom, you are able to make adjustments to your Classroom
Management Plan that will increase student success.
a. Expectations versus Daily Reality Scale: Determine the degree to which student behavior during daily activities and
transitions matches your expectations.
b. Ratio of Interactions Monitoring Form(s): Determine whether you are interacting with students at least three times
more when they are behaving responsible than when they are misbehaving.
c. Misbehavior Recording Sheet: Determine whether you need to implement an intervention plan or plans to deal with
specific types of student misbehavior.
d. Grade-book Analysis Worksheet: Determine whether student tardiness rates, attendance rates, work completion
rates, and work quality are satisfactory.
e. On-Task Behavior Observation Sheet: Determine the degree to which the independent work time in your
classroom is being used effectively.
f. Family/Student Satisfaction Survey: Determine how your students and their families perceive various logistic and
organizational features of your classroom.
Module 7: Correction Procedures
When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their
mistakes.
a. Analyze Misbehavior: Be prepared to categorize misbehaviors as early-stag, awareness type, ability type, attention-
seeking, or purposeful/habitual – and be prepared to use a basic correction strategy for each category.
b. Early-Stage Misbehaviors: For “early- stage” misbehaviors, be prepared with one of a repertoire of correction
strategies that are designed to provide information.
c. Awareness Type Misbehaviors: For ongoing misbehaviors that stem from students’ lack of awareness of when/how
much they are misbehaving, be prepared to develop and implement an intervention plan that includes increasing
their awareness of behavior.
d. Ability Type Misbehaviors: For ingoing misbehaviors that stem from students’ lack of ability or skill, be prepared to
develop and implement an intervention plan that includes modifying the expectations or environment or providing
instruction in the goal behavior.
e. Attention-Seeking Misbehaviors: For ongoing attention-seeking misbehaviors, be prepared to develop and
implement and intervention plan that includes planned ingoing.
Module 8: Class-wide Motivation Systems
When you implement class-wide systems appropriate t the collective needs of your students, you can enhance student
motivation to behave responsibly and strive for success.
TOP