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Classroom Management

Rebekah Pinedo

Vanguard University

Foundations in Teaching

Dr. Hittenberger

December 12, 2023

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Classroom Management

Teachers have the primary role in managing a classroom and addressing student

behavior. Teachers are to set the expectations for the way in which they desire for their

classroom to run. An atmosphere that is reflective of how teachers expect students to behave

should be reflected in the classroom environment. This includes the way that a classroom looks,

and the way that students are welcomed into the classroom. With this, it is the responsibility of

teachers to address unwelcome behaviors immediately in order to demonstrate an example of

what behaviors are allowed in the classroom, and which ones are not. Teachers are responsible

for creating a positive environment in the classroom.

Philosophy of Classroom Management

Common causes of a student’s decision to refrain from abiding by classroom expectations

may include health factors, neurological conditions, medication/drugs, influences from the home

or society, the physical environment, poor behavior decisions by students, other students in the

classroom, and teacher factors when managing the class (Burden & Byrd, 2019, p. 261-263).

Practices that assist students in changing behaviors that do not align with positive behavior

expectations include setting clear expectations. Such expectations include creating a contract

which all students are expected to abide by. Elements may include: (1) being 100% present, (2)

allowing for time-out if need be, (3) exercising caring restraint for others, (4) no discounting, and

(5) challenge by choice. Another practice includes implementing the 4:1 ratio. SBUCSD’s

Youtube Video A Snapshot of the PBis 4:1 Ration In a Middle School Classroom (2016)

explained the importance of having four positive statements for every corrective behavior. This

communicates to students that positive behaviors are more valued in the classroom. Corrective

statements are simply meant to communicate to students that something is amiss. Lastly, it is
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important to uphold a consistent routine within the classroom so that students are aware of what

to expect.

In regard to classroom management, I believe that I most skilled in communicating clear

expectations and upholding such expectations. In addition, I am skilled in upholding such

standard to all students. Furthermore, I am able to uphold the same routine in my classroom.

Routine comes very naturally me. I prefer to have a consistent routine on the daily as I believe

that it aids in not just productivity, but having peace of mind. Skills that I can improve on include

naming positive behaviors. While I am skilled in upholding expectations, I often overlook the

positive behaviors that take place and focus on the negative. Thus, I will need practice in

implementing the 4:1 positive to negative ratio in my classroom as I want students to receive the

message that positive behavior is valuable in my classroom. To continue to grow in my

competencies, I aim to continue researching different ways to communicate the value of positive

behavior to my students.
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Appendix 1
Classroom Management Plan
Physical setup My classroom will be designed in a way that facilitates “the most typical
of your instructional activities” (Simonsen et al., 2015, p. 9) which include partner
classroom work and individual work. The furniture will allow for teachers and
students to move through the room smoothly. Meaning, there will be
clear pathways to the door and students will be able to arrive to their
seats with little difficulty. Seats will face inward (towards the middle of the
room) so that I am able to walk towards the back and front of the room
during instruction. The seats will be set up in a way where all students will
have one partner. Thus, each row will include up to four students. Each
student will have an assigned seat and will be seen at all times.
Instructional materials will be available at the back of the classroom for
students to take from if need be. Such materials will include writing
utensils, paper, scissors, staplers, and hole punchers. There will be at least
one pencil available for all students. On the walls surrounding the room,
“materials that support critical content and learning strategies” (Simonsen
et al., 2015, p. 9) will be posted. Such posters will include grammar rules,
English tips, and writing suggestion. A cork board will be reserved for any
student events or school updates including the schedule for the week and
events that students may have (such as Homecoming or spirit weeks).
Students will have enough room to place their personal items next to their
desks while simultaneously having enough room for individuals to walk
nearby (through the rows).
Planning and There are several steps to planning before the school year starts. In
organization Chapter Nine of Methods for Effective Teaching: Meeting the Needs of All
steps before the Students, Burden & Byrd (2019) provide guidance on how to prepare for
school the school year. Such steps include making management preparations;
year/class starts making instructional preparations; managing assessments, record keeping,
and reporting; establishing a plan to deal with misbehavior; planning for
the first day; and organizing my classroom. In regard to making
management preparations, I will focus on: the school environment,
gathering materials, organizing materials, classroom procedures,
classroom helpers, class lists and rosters, school-home communication,
birthdays and other celebrations, distributing textbooks, room
identification, room arrangement, seat selections and arrangements, and
room decoration. Making instructional preparations will include long-
range plans, supplementary materials, skeleton plans, weekly time
schedules, daily lesson plans, preparing a syllabus, preparing policy sheets,
tentative student assessment, planning for homework, backup materials,
opening class routine, and folder for substitutes. In regard to creating a
plan to deal with misbehavior, I will focus on establishing a system of rules
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and procedures, providing a support environment during class sessions,

providing situational assistance during class sessions, using mild
responses, using moderate responses, using stronger responses, and
involving others when necessary. For the first day, I will plan to clearly
state my rules, procedures and academic expectations; plan for
uncomplicated lessons to help students be successful; keeping a whole-
class focus; being available, visible, and in charge; planning strategies to
help with potential problems; closely monitoring student compliance with
rules and procedures; stopping inappropriate behavior quickly; organizing
instruction on the basis of ability levels; holding students academically
accountable; being clear when communicating information; maintaining
students’ attention, and organizing the flow of lesson activities. Lastly, I
will plan for organizing my classroom which includes using a room
arrangement that is consistent with my instructional goals and activities,
keeping high-traffic area free of congestion, being sure students are easily
seen by the teacher, keeping frequently used teaching materials and
student supplies readily accessible, and being certain students can easily
see instructional presentations and displays.

Setting a Setting a positive learning tone (Growth Mindset) for my students and
positive learning classroom begins with my own mindset. As a teacher, I aim to be
tone (Growth intentional about “praising the process” (Dweck, 2017, p. 3). Carol Dweck
Mindset) for completed a study regarding growth mindset in children. She found that
your students the children who “attributed their failures to something they could not
and classroom control…, they showed a more ‘helpless’ reaction” (Dweck, 2017, p. 1).
Thus, I need to be sure that I watch for this mindset in my classroom. As a
teacher, it is my job to assist students in refraining from engaging in this
“helpless” mindset and instead encouraging them to uphold a growth
mindset. Thus, as a teacher, I will be sure to “focus on the process of
learning” (Dweck, 2017, p. 4) as this passes on a growth mindset to
students.
Seating Seating will be assigned to students on the first day of school. Gibson’s
Arrangements video Top 10 Classroom Management Tips in 10 minutes (2019)
to enhance demonstrates the importance of having a seating chart on the first day of
learning school. If students complain about the seating chart, Gibson suggested
(assigned or open that teachers do not apologize for it but instead simply accept the
seating? Groups, rows
of desks? complaints and instruct students to go to their seats. The reasoning
behind implementing a seating chart is to decrease the confusion that
occurs on the first day of school. I aim to implement this into my
classroom. In addition, if classroom dynamics call for such, I will change
the seating chart. Students will also be placed in rows. There will be at
least two rows next to each other to ensure that each student has a
partner.
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Opening class Each class session will begin with students being greeted at the door.
routines (how will Students will be greeted by name. I will tell students that it is good to see
you start each class them. While waiting for the bell to ring I will ensure that I engage in
session so that
growth and learning conversation with students and check up on them. This includes asking
start right away) them about any sports competitions that they may have engaged in,
outside school activities, and family events. Furthermore, class instruction
will begin with a type of Social Emotional Learning. This includes any
activity that increases self-awareness, self-management, social awareness,
relationship skills, and responsible decision-making.
Positive The first positive behavior expectation that I plan to implement includes
Behavior creating a classroom contract. Students will be expected to abide by a
Expectations specific contract when entering the classroom. The contract will include:
(what are 3-5 (1) being 100% present, (2) allowing for time-out if need be, (3) exercising
expectations you plan
to implement and caring restraint for others, (4) no discounting, and (5) challenge by choice.
how will you engage Iplan on communicating this to students on the first day of school and also
students in having a poster that includes such information A second expectation I plan
generating/owning
those expectations) to implement includes being on time. This includes both being on time to
class, and being on time to turn in assignments. This way, students will not
fall behind in class instruction. This expectation will be stated prior to any
assignments that are due. The third positive behavior expectation includes
communicating. Because I know that students may not be able to turn in
assignments or time, or will need to miss class from time to time, I will be
sure to set the expectation that students will need to communicate with
me their needs, expectations, and any help that they desire. This way,
students will not be hesitant to reach out if need be. All of these
expectations will be placed in the front of the room for students to reflect
over when they forget about such expectations.
Procedure for Gibson’s video Top 10 Classroom Management Tips in 10 minutes (2019)
attention instructs teachers to not give direction until it is silent. Providing
getting and class instruction when students are still talking sends the message that students
quiet focus (how do not have to stop talking. In addition, I will avoid redirecting student by
will you bring name as much as I can. As opposed to redirecting students by name, I will
students back from
group work to quiet state that I am waiting for the amount of students that are off task to
attention to you) complete what has been asked. Doing so creates less of a chance for a
power dynamic within the classroom.
Addressing To address off task behavior, I will “state the observed behavior…[and tell]
off task the student exactly what the student should do in the future” (Simonsen
behavior et al., 2015, p. 17). When addressing off task behavior, I will do so
(How will you monitor concisely and respectfully. When a student engages in appropriate
student focus and
bring them back to behavior, I will be sure to acknowledge so in a positive way.
focus on the learning
at hand)
Teaching When students go out of alignment, I will remind them of the expectations
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positive social of the classroom. Students will be reminded of the expectation that aligns
skills/addressin with the inappropriate behavior. In the case that students do something
g behavior that disrespectful to me and/or another students, I will not respond in an
does not align unkind or disrespectful way. Rather, I will be firm and polite in my
with positive correction. If need be, I will kindly ask the student to step out. This way,
expectations we are not engaging in front of the class. I will have an intentional
(how will you help conversation outside of the classroom where the classroom dynamic is not
students realign with
positive behavior present to heighten the situation. I will first ask: “Do you understand why I
expectations when sent you out here?”. I will then engage in conversation with the student
they go out of and seek to understand what is causing such behavior. Lastly, I will
alignment)
reiterate expectations to them.
Turning in In Chapter Twelve of Methods for Effective Teaching: Meeting the Needs of
Assignments/ All Students, Burden & Byrd (2019) provides guidance on grading, to which
Grading and I will be implementing into my classroom. Students will be graded on a
Feedback (what scale of A to F. A will be considered “Outstanding” and will signify that the
will be your efficient student has mastered the course’s major and minor instructional
system for student
submission of objective. B stands for “Very Good” and signifies that the student has
assignments and your masters the major objectives and most of the minor objectives. C signifies
feedback on their a “Satisfactory” performance and demonstrates that the student has
assignments)
mastered the major objectives, but only a few minor objectives. D reveals
that the student’s performance was “Very Weak” as they have mastered
only a few of the major and minor objectives. Remedial work is desirable
at this stage. An F signifies an “Unsatisfactory” performance where the
student has not demonstrated mastery in any of the objects. Remedial
work is necessary at this stage. My general principles in grading will
include: (1) describing the grading requirements to the students, (2)
grades only representing academic achievement, not student misbehavior,
(3) assessing frequently throughout the term, (4) communicating clearly to
students what they will be assessed on, (5) using different forms of
assessment, (6) keeping students informed about their progress
throughout the term, and (7) devising an efficient format for the grade
book. Regarding my policy for late work, all late work will be accepted.
However, students will have a final day in which they are allowed to
submit late work.
Student roles in One example of a student’s role will be a “homework checker”. This role
implementing will be assigned to all students. Students will be expected to correct each
classroom other’s work in order to review the material altogether so as to create a
management space for questions if need be. Students will also be required to keep the
plan classroom clean. This includes cleaning up after themselves and picking up
(how will you any trash that they see. In addition, they will be required to ensure that
assign student roles the materials table stays neat and clean.
in helping make the
class run in a
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positive way)
What other Positive procedures that I plan to implement into my classroom is the 4:1
positive Ratio, which can be found in SBUCSD’s Youtube Video A Snapshot of the
routines and PBis 4:1 Ration In a Middle School Classroom (2016). This video
procedures do explained the importance of having four positive statements for every
you anticipate corrective behavior. This communicates to students that positive
planning and behaviors are more valued in the classroom. Corrective statements are
implementing in simply meant to communicate to students that something is amiss. In
your classroom? addition, Gibson’s video Top 10 Classroom Management Tips in 10
minutes (2019) explains the importance of think-pair-share in the
classroom. It’s important to give students an opportunity to talk in the
classroom. As the scholarly article A Multidimensional and Multilevel
Examination of Student Engagement and Secondary School Teachers’ Use
of Classroom Management Practices explains, giving students the
opportunity to respond increases student engagement (Larson et al.,
2020). Lastly, I am planning on implementing a “Starbucks mode” in my
classroom. Meaning, students will have the opportunity to sit in any place
in the classroom with whomever they choose. This will work to motivate
students as it provides them more autonomy. If students do not abide by
expectations, they will be asked to return to their seats.

Appendix 2
A Class Period Overview
Classroom Management Plan
Class Min. Classroom Management Issues/Rules/Plans
Schedule Class Sessions Classroom Management Strategies
0:00-0:15 Class Period The opening of the class period
Opening will begin with students being
greeted at the door. Students will
be greeted by name. I will tell
students that it is good to see
them. While waiting for the bell
to ring I will ensure that I engage
in conversation with students and
check up on them. This includes
asking them about any sports
competitions that they may have
engaged in, outside school
activities, and family events.
Furthermore, class instruction will
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begin with a type of Social

Emotional Learning. This includes
any activity that increases self-
awareness, self-management,
social awareness, relationship
skills, and responsible decision-
making). An example of a Social
Emotional Learning activity
includes “Bright Spots”. Students
will be asked to share something
positive that has occurred in their
life in the past week. They will be
asked to share this with their
elbow partners.

0:15- Class Period During the first fifteen minutes of

0:30 Segment 2 instruction, I will introduce the
learning goals and expectations
for the day. Learning goals and
expectations will be written on
the board to as to assist ELL
students in better understanding
the material. Students will also be
communicated of the activities
and assignments that they will be
participating in. During this time,
students will also be reminded of
what last class period was like so
as to refresh their memories on
what they have been learning in
class. To engage GATE students, I
will ask students to share what
they remember about the last
class period. This will challenge
GATE students to share with
others what they know.

Scenario 1: After receiving an To first address the students’ off

assignment for group work, one task behavior, I will tell them that
group of students, male and female, they are off task and will need to
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sit in the back of class in a clump and go back on task as those are the
talk. They are positive towards you expectations of the class. This will
until you ask them to focus on their be done in a concise and
assignment, at which point you start respectful manner. If the students
getting pushback. At this point, continue to push boundaries, I
however, their talking has become a will ask the students pushing
distraction from the rest of the class boundaries to step outside so at
and two of the students seem to not engage in front of the
want to push the boundaries of what classroom as the classroom
they are allowed to, despite their dynamic could affect the
effects on your ability to teach. How situation. I will have an
will you work with these students to intentional conversation outside
provide a more positive and workable of the classroom where they
solution so that they refocus on their classroom dynamic is not present
assignment and learning? to heighten the situation. I will
first ask: “Do you understand why
I sent you out here?”. I will then
engage in conversation with the
students and seek to understand
what is causing such behavior.
Lastly, I will reiterate
expectations to them.

0:30- Class Period This part of the class will include

0:45 Segment 3 students receiving instruction on
the lesson for the day. They will
be given instruction through
PowerPoint where they will be
required to take notes. Students
will be provided a graphic
organizer to take notes in. GATE
students will be challenged to
answer a higher-order thinking
question by the end of the class
period. All students will be asked
the question, but the question
will be specifically for GATE
students to attempt to solve.
Throughout the instruction,
students will be participating in
think-pair-share. Students will
need to verbalize their thoughts
about the instruction, and restate
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what they are learning so as to

ensure that they are building
understanding of the material.
This will be particularly helpful for
ELL students as not only will they
receive practice in speaking
English, but this will also provide
them the opportunity to receive
help from their peers if need be.

0:45- Class Period At the end of the class period,

0:60 Segment 4 students will engage in an activity
that will connect with the
instruction they previously
received. Students will be able to
work with a partner during this
activity. “Starbucks mode” will be
implemented during this time.
Meaning, students will have the
opportunity to sit in any place in
the classroom with whomever
they choose. This will work to
motivate students as it provides
them more autonomy. If students
do not abide by expectations,
they will be asked to return to
their seats. The expectations of
the assignment will be placed in
the students’ Canvas page and on
the board. This will assist ELL
students in understanding what
they will need to complete. For
students who may finish quickly,
such as GATE students, a list of
assignments that they can work
on will be provided. These will
consist of assignments that will
be due at a later period. Thus, all
students will be engaging in
learning material at this time.
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Scenario 2: At the end of your class To address the behavior of

right before lunch, your students students mentally checking out of
start to mentally check out of class class early and packing up about
early, start talking, and pack up about ten to fifteen minutes prior to the
ten to fifteen minutes before class end of class, I will remind
ends. How will you address this in students of one of the elements
terms of your overall classroom of the full value contract which is
management plans so that your to be present 100% while in class.
students learn out of habit to stay In addition, I will remind students
engaged to the end of your class, and that they are expected to
how will you handle this on this continue engaging in class until
particular day to make the change to the class period is up. On the
better practices? particular day that this occurs, I
will ask students to refrain from
packing up. Then, I will instruct
students to review the work that
they have completed so as to
ensure that they will turn in work
that is well done. Lastly, I will
engage students in higher-order
thinking questions to keep
students engaged until the
remainder of the period.
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References

Burden, P. R., & Byrd D. M. (2019). Methods for Effective Teaching: Meeting the Needs of All
Students [eBook edition]. Pearson.

Dweck, C. S. (2017). The Joruney to Children’s Mindsets—and Beyond. Child Development

Perspectives, 11(2), 139-144.

Gibson, T. [Thom Gibson]. (2019, November 15). Top 10 CLASSROOM MANAGEMENT Tips
in 10 Minutes [Video]. Youtube. https://youtu.be/u8kUwpO3ucw?
si=T25nMNYz0q4uHyMg

Larson, K.E., Pas, E. T., Bottiani, J. H., Kush, J., & Bradshaw, C. P. (2020). A Multidimensional
and Multilevel Examination of Student Engagement and Secondary School Teachers’
Use of Classroom Management Practices. In Grantee Submission. Grantee Submission.
https://doi-org.vanguard.idm.oclc.org/10.1177/1098300720929352

SBCUSD. [sbcusd]. (2016, December 14). A Snapshot of the PBiS 4:1 Ration In a Middle School
Classroom [Video]. Youtube. https://youtu.be/0dcQuyK5Pqg?si=jf2AskRpTHohdVFe

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., Sugai,
G., George, H., Putman, B. (2015). Supporting and Responding to Behavior: Evidence-
Based Classroom Strategies for Teachers. U.S. Office of Special Education Programs.