MY CLASSROOM MANAGEMENT

PLAN
BY TAYLOR COCKERILL

EDCI 4460 #6

ABOUT ME
My name is Taylor and teaching has been my dream since
the second grade. Thankfully, my mind has been unchanged for
thirteen plus years, and I have been actively pursuing this career
since. I have been babysitting since I was in middle school and I
interned with a third grade class my senior year of high school on
my own time. I have been prepping myself to be a great teacher
since a great teacher had an impact on me, and I hope to have
that same influence on my future students.
Because my second grade teacher and overall experience
were so significant to me, I have always wanted to be a second
grade teachermaybe to honor her in a way (but I know I will be
happy with anything).

RULES & EXPECTATIONS

1.
2.
3.
4.
5.

TREAT OTHERS HOW YOU WOULD LIKE TO BE TREATED.

DO YOUR BEST AND FORGET THE REST.
KEEP A CLEAN AND QUIET CLASSROOM.
BE A GOOD LISTENER AND AN ACTIVE PARTICIPANT.
LEARNING IS FUNSO HAVE FUN!

PROCEDURES
1.

TRANSITIONS/LINING UP
If youve finished your work, read silently and
independently.
Wait for instructions from teacher.
Wait for GO signal.
Make transition quickly and silently.
Line up at the door, in single-file line by number
order.
Go back and try again if not to par!

2.

MORNING ROUTINE
Come to class on time and ready to learn.
Greet teacher, turn in homework folder, and
store backpack & coat in cubby.
Proceed quietly to seat and begin Morning
Warm-Up.
When complete, read independently until class
begins to go over Warm-Up. Put book away and
join review.

3.

PENCILS AND OTHER MATERIALS

Hold dull pencil up in your raised hand.
Wait for GO signal and walk silently to supply
shelf.
Place dull pencil in dull basket and take a sharp
pencil from the sharp basket.
Take required supplies from shelf, noting
stickers indicating that they are to be put back
after use.
Hold up supplies to be returned in your raised
hand.
Wait for GO signal and walk silently to supply
shelf.
Return borrowed supplies.

4.

RESTROOMS/WATER BREAKS
Take advantage of designated bathroom and
water breaks throughout the day.
Raise your hand with one finger up for the
bathroom, and two fingers up for the water
fountain.
Wait for GO signal and walk silently to
bathroom/water log.
Place one sticker next to your name (white for
bathroom and blue for water) and write the time
of day on the sticker.

 Quietly open and close the classroom door. Walk

silently in the hallway to and from your
destination.
In the bathroom: Flush. Wash your hands with
soap.
At the fountain: Wait your turn. Keep your lips
off the spout. Make sure the water turns off.
Return to the classroom immediately and
silently rejoin class.
5.

HOMEWORK
Listen carefully to directions in class and make
notes.

Store all homework sheets immediately in your

homework folder, to be brought home and back
to school daily.
Complete all homework in homework folder for
the following day.
Ask for help if you need it.
Bring completed homework in homework folder
back to school the next day.
Turn in your homework folder as you greet the
teacher, as part of our morning procedure.

REWARDS

Rewards will be given out on four bases:

1.
Verbal recognition during class, private or public.
For small things like procedure-following,
politeness, work well done, etc.
2.
Special, private recognition with Happy Gram sent
home to parents.
For less frequent situations that deserve special
praise such as solving a conflict, helping
someone else, or doing the right thing in a
tough situation.
3.
Good behavior and procedure-following for the entire
day earns the student the highest measure of conduct for
that day (a reward in itself, and a sticker on their homework
folder).
At the end of the week, if the student earned the
highest measure of conduct on all days of that week, the
student gets to pick a reward from the Treasure Chest
(always in view but not in reach). Introduce the Treasure
Chest to students as a special, rare rewarddo not create
the expectation that students will get to visit the Chest every
week.
Items in the Treasure Chest could include:
candy, playing cards, bouncy balls, figurines, &
special school supplies.

4.
Whole-class rewards will be decided at the beginning of
the year by the class as a group. Each time the entire class
behaves well or works as a team (as determined by the teacher),
a marble or other countable object will be placed in a mason jar.
Once the jar is full, the class receives the decided-upon reward.
CONSEQUENCES
Consequences will be based on the following scale:
1st infraction earns a verbal warning from the teacher: This
is your warning; next time you lose a conduct point.
2nd repeated infraction deducts a point of conduct, forfeiting
the students chance to visit the Treasure Chest at the end of the
week.
3rd repeated infraction merits another point deduction, and a
call home.
4th repeated infraction calls for another point deduction, and
office referral and/or classroom removal.
Serious infractions such as fighting or vandalism will be
handled per situation and with carefully considered
communication and input from the students parent(s) or
guardian(s).

MANAGEMENT STRATEGIES AND TECHNIQUES

(ATTENTION GETTERS)
1. Ice Ice Baby Show the video/sing song with class at
the beginning of the year. Discuss meaning of collaborate and
listen, practice listening for the call, responding in unison, and
then falling silent. Teacher says, Alright, stop. Students
respond, Collaborate and listen! then are silent/still/focused on
the teacher.
2. Finding Nemo Watch a clip from the movie at the
beginning of the year, practice listening for the call, responding in
unison, and then falling silent. Teacher says, Shark bait!
Students respond, Ooh ha ha! then are silent/still/focused on
the teacher.

3. Clap if You Can Hear Me Introduce simply as needed:

Clap once if you can hear me. (Students who can hear clap
once) Clap twice if you can hear me. (Students who can hear
clap twice) and so on until all students are silent/still/focused on
the teacher.

MY ROOM (ARRANGING, PERSONALIZING, AND

SOFTENING)

My plan for my classroom will undoubtedly depend on the

space I am allotted, but ideally I will want to tailor my classroom
to the likes, wants, and needs of my students each year. The
classroom should have plenty of space to move around, as well as
thoughtful arrangements of desks to promote cooperative
learning.
In my model below, the desks are arranged in pairs to
minimize distracting background conversations and maximize
participation in discussions. Included in the room is a large rug
centered in front of the board, as well as a soft spot (i.e. a rug
with pillows or beanbags) for reading or having a quiet moment.
The computers are located at a table on the opposite side of the
classroom near the teachers desk/area. Storage shelves outline
the room, as well as the calendar, bulletin boards, word wall, etc.
I hope to have a sink/wash up area in my classroom, but included
only the essential elements to every classroom.
One or more bulletin boards included in the classroom can
display student work or personal tidbits. A fun, thoughtful way for
students to share their home lives would be to create a bulletin
board entitled My Teachers at Home, for which students can
bring in photos of them with their families and/or greatest
influences/teachers outside of school. Students can include a
brief description of how they learn from their chosen teacher.

BOARD

SOFT
SPOT

TEACHER
DESK

CO
MP
UT
ER
S

RUG

DESKS

PARENT COMMUNICATION
Part One: Letter to Parents

Dear Parents,
My name is Taylor Cockerill, and I will be teaching your son or daughter
this year in the second grade. Teaching has been my dream since my
second grade experience, so to realize it with your kids is an honor. I am a
lover of language, good food, children, and animals, but most of all, dogs.
Out of those, I am only allergic to dogs (thank goodness!).
I have been pursuing my teaching career actively since I can
remember. I began babysitting in elementary school, and interned with a

third-grade class in high school. I attended Louisiana State University to get

my degree in elementary education with the College of Human Sciences and
Education (Geaux Tigers!).
It is my unbreakable belief that all kids love to learn, some just dont
know itbecause most of the time, they dont know theyre learning! I hope
to instill in my class this year that we can learn from anything, and that all
learning can be fun if we dont give up! I will give your children my best
effort this year, and I hope and expect that my students will return that
effort.
Homework will be minimal and only cover review of what has been
taught in class (no surprises!), and you are encouraged to help your child but
discouraged from doing the problems for him/her. Instead, help work
through the problem! Grades will not be finalized until students are given at
least one chance to correct and improve their work (this applies to classwork
and homework). In the event of misbehavior, I will handle discipline in the
classroom until I feel you should be contacted or until I need to remove a
student from the classroom or send him/her to the office.
With any questions, concerns, or otherwise, you are welcome to
contact me by email at tcocke3@[Link] or, in more urgent situations, call at
646-202-3396. I also encourage you to check out and become acquainted
with our school website as well as my own page for our class this year. I look
forward to meeting all of you soon.
Heres to a great year!
Taylor Cockerill

Part Two: Class Newsletter

Ms. Cockerills Weekly

Classroom Newsletter
Dont Forget!

This Week: I was impressed

--$10
forenjoyed
the field
week
by
Students
celebrating Earth Day &this
learning
about
how
trip & grow
signed
and
Mark
plants
from seeds. We cant wait to Chloe
see what
grows
from
permission
our
seeds! slip due
who solved a conflict
next Monday!
quietly and
--Second Grade
independently!
Sock Hop is this
Ethan who held the
Friday @ 2 pm!
door for a visitor!

Weekly Words:
Earth,
reduce,
reuse,
Asdolphin,
always, gorilla,
please9water,
feel free
to contact
me at
recycle
tcocke3@[Link] or (in emergencies) @ 646-202At home: Practice spelling, discuss meaning, use in sentences!
3396!

Tests Coming Up:

Unit Reading &
Writing, Unit
Science & Social
Studies (T)
This
week inSpelling
art class, the students created unique
Weekly
sculptures
out of recyclables and other spare
(W) Birthday
Happy
Week to
out!the
materials. These will be sent home Check
on Fridayitafter

Unit
Math
(Th)
Thomas,
MacKenzie,
Alex,
&
Leah!
We
get
excited
about
Needed
items
in
our
Community
Events
you
and
your
child
might
enjoy
together:
10
Sock
Hop!
Day class
celebration
@ Aquarium this
Saturday
& Downtown
this
asking &
predicting!
& Earth
to our
chameleon
Pascal!
classroom:
Sunday!

Kleenex, hand soap, paper towels

11

FIRST DAY OF SCHOOL SCRIPT

BEFORE CLASS
Place name cards on desks so that students can find their seats when
they come in
Place boxes of supplies on each set of desks
Label cubbies/hooks with student names
Hang Classroom Rules, Rewards, and Consequences posters (see
Section 1) central to the focus of the classroom (i.e. on either side of
the board)
Hang Bathroom procedure poster and place sign-out folder next to
door
Prepare power point slide to demonstrate morning warm-up formatting
Hang Morning Routine poster
1. Come to class on time and ready to learn
2. Greet teacher, turn in homework folder, and store backpack &
coat in cubby
3. Proceed quietly to seat and begin Morning Warm-Up
4. When complete, read independently until class begins to go
over Warm-Up
5. Put book away and join review
Make and hang an Active Listening poster:
1.
Look at the speaker
2.
Listen to what they are saying
3.
Think about what they are saying
4.
Respond (after raising your hand)
Write the date on the board, and a first-day greeting such as Welcome
to our classroom! or one that follows that years theme: Welcome to
the Jungle
Put nametags on each students desk, as well as a popsicle stick with
his/her name to be used for random selection and attendance
Make a Job Chart, with slots to place cards with childrens names
o Line leader
o Door holder
o Pencil sharpener
o Pass-Out Person
o Librarian
o Runner
o Etc.
Hang Daily Schedule central to the focus of the classroom

12

BEGINNING CLASS

Greet each student at the door, introduce yourself and ask their names
Refer students to the Morning Routine poster, verbalize instructions if
needed
Have each student introduce him/herself at their desks, then place
his/her popsicle stick in a cup
o Use a game or basis for introductions (i.e. alliteration: My name
is Taylor and I like turtles and tea.)
o Popsicle sticks in the cup can serve as attendance
Fill out attendance sheet using popsicle sticks while students complete
their first Morning Warm-Up
Send the designated Runner to the office with the attendance sheet
Review Warm-Up as a class, describe purpose of warm-up, etc.
o Practice procedure: raising your hand

TRANSITION
Practice transition procedure
O Have one student demonstrate how to clean up at desks, silently
walk to the rug, and sit criss-cross applesauce, hands folded in
lap
O Have pairs of desks follow demonstration one at a time
O Go back and try again if not carried out correctly
Move to rug to discuss rules, rewards, and consequences
o Share Classroom Rules
Give examples to support understanding
o Share Classroom Consequences
Warning
Loss of conduct point
Loss of conduct point, call to parent
Loss of conduct point, remove from classroom/send to
office
o Share Classroom Rewards
Individual and whole-class
Explain that everyone controls their own behavior, and that
opportunities to earn rewards are daily, weekly, and
gradual throughout the year

13

BREAK/GAME

Practice transition procedure

O Have students spread out across the room silently, find their own
space
O Go back and try again if not carried out correctly
O Simon Says
Explain rules (students sit down silently at their desks if I
didnt say Simon Says)
Stop when all students are sitting down or until one
student is left (or until the game needs to stop)
Gets students bodies and minds ready for the day

DAILY SCHEDULE

Talk about Active Listening, refer to poster

O Tell students about how and when to be active listeners
When a teacher, classmate, or visitor is talking
Quiet mouths, quiet bodies
Listening, retaining, responding
O Model Active Listening, then practice with class
Discuss the schedule for the day and the week
What we will learn while together
Goals for the entire class for the whole year
Encourage kids to come up with one personal and specific goal for the
year

LESSON ONE
Discuss what students individual goals could be
O Based off of their experiences last year
O Or what they hope to get out of this year
O Make a brainstorm bubble on the board so children have a visual
while they work
Model pre-made My Goal storybook
O I am good at
O I want to be better at
O My goal for this year is
O I will accomplish my goal by
O I will feel _____________ when I accomplish my goal!
Remind students to make at least five pages (with the above outline)
O Complete all sentences first, then make illustrations for each
sentence/page
O Ask seat partner any questions first, then raise hand to ask the
teacher

14

INDEPENDENT WORK
Work on My Goal storybook
Remind students of the Bathroom/Water Fountain procedures, and tell
them to refer to the posters if they forget (dont yell out or get up)
Call students up by pods (pairs of desks) to choose books for their book
boxes

BREAK

AND

PRACTICE HOW

TO

LINE UP

Share procedure for lining up:

o Wait for GO signal.
o Make transition quickly and silently.
o Line up at the door, in single-file line by number order.
Hands at your sides
Calm bodies
Eyes forward
Shoulders forward
Mouth closed (silent!)
Give the person in front of you some room
Straight lines like a stick, not wiggly like a snake
Quiet feet (especially in the hallway)
o Go back and try again if not to par!
Model, practice
Go back to seats, remembering Transition procedure

LESSON TWO

Pitching in & Sharing

Review Active Listening Procedure
Read The Little Red Hen
To help us understand the story, retell after we read
o Characters
o Setting
o Beginng, middle, end
Read story and ask questions
o Who are the characters?
o Who has a problem? What is the problem?
o Why doesnt the Hen want to share at the end of the story?
o Would you share if you were the Hen?
o Would you pitch in and help the Little Red Hen if you were the
other animals?
Keep reading, discussing
Reflect with class on the storys moral
How did we listen?
15

o Refer back to Active Listening

BREAK

AND

PRACTICE BUS PROCEDURE

Tell students the procedure:

o Stay silent at your seat
Mouth closed, head down
o When you hear your number, walk silently to get your backpack
from your cubby
o Line up silently at the door
Review Line-Up Procedure if necessary
Discuss how we walk in line
Silent, calm bodies, etc.
Practice (until procedure is followed correctly)
Put things away, go to rug
At the end of the day, well do this again

LUNCH

AND

RECESS PROCEDURES

Tell students the procedure for lunch:

o Walk quietly into the lunchroom
o Follow your lunch teachers directions
o Get your food, thank the lunch ladies
o Eat silently for 5 minutes, then quietly for 10 (Red cup/green cup
on the table)
o Clean up your area/throw away your trash
o When I return, line-up silently in front of me and wait for the GO
signal
o Remember to walk, not run
Tell students the procedure for recess:
o Play safely
o Play kindly
o Have fun
o Dont run until I say its okay
o When you hear my whistle, come to me
o When recess is over, stop playing
o If someone is alone, invite them to play with you
o If you are in time out, do not bother others
o If someone else is in time out, do not bother that person
o If you dont hear my whistle but you see other friends coming
toward me, go with them
o When we are in line, we are done playing

ART

OR

GYM CLASS

All week
16

Remind students Line-Up Procedure

Same procedures apply as in our classroom

LUNCH

Review lunch procedures

Go to lunch

RECESS

Go to classroom to review expectations/procedures

Go outside and play!
Line up silently, walk back to classroom, go to seats at desks

MATH
Share Math expectations with students
o Only talk about math
o Remind students of continuous classroom expectations that
apply to Math:
Be an active listener
Raise your hand
Take care of the tools
Do your best thinking
Review bathroom rules/procedures
Math Routine 1: Pocket day
Introduce Math game 1
Play Math game 1
Reflect on how well the class followed procedures
Introduce Workstation time
Share expectations for Workstation time:
o Focus
o Share
o Take care of the tools
o Ask a friend first, then raise your hand for the teacher
o If you finish, play again
Do one rotation

CLEAN UP

AND

SIT DOWN

Review procedure for Bus/going home

17

PACK UP

Students are reminded to leave clean desks and pushed in chairs at all
times when we leave the classroom, but especially at the end of the
day

GO HOME
Line does not leave until is it quiet (students do not want to miss the
bus!)
Goodbye! Another exciting day tomorrow.

FIRST TWO WEEKS OF SCHOOL PROCEDURE PLAN

DAY ONE

Introduce Morning Procedure, refer to poster

O Come to class on time and ready to learn.
O Greet teacher, turn in homework folder, and store backpack &
coat in cubby.
O Proceed quietly to seat and begin Morning Warm-Up.
O When complete, read independently until class begins to go over
Warm-Up. Put book away and join review.
Rehearse immediately to start the day
Reinforce by discussing how well the class followed the procedure
detailed by the poster
Talk about how we can do better tomorrow
Teach Important Procedures:
O Active Listening/Respect
O Transitions/Lining Up
O Bathroom/Water Breaks
O Leaving/Bus
O Quieting the Class
Choose one to introduce on Day One, i.e. Clap if you can
hear me
Teach and rehearse by simply trying it
Reinforce by discussing how well it worked, if we can
be quieter faster as a class
Re-rehearse
Reinforce by discussing improvement

DAY TWO

18

 Reinforce Morning Procedure

Teach Homework Procedure
Listen carefully to directions in class and make notes.
Store all homework sheets immediately in your homework folder,
to be brought home and back to school daily.
O Complete all homework in homework folder for the following day.
O Ask for help if you need it.
O Bring completed homework in homework folder back to school
the next day.
O Turn in your homework folder as you greet the teacher, as part of
our morning procedure.
Reinforce Transition/Lining Up Procedures
O
O

Reinforce Active Listening Procedure & Respect

Reinforce Quieting the Class
Reinforce Bathroom/Water Break Procedures as needed, refer to poster

Reinforce Leaving/Bus Procedure

DAY THREE
Reinforce Morning Procedure
Reinforce Quieting the Class Procedure
O Introduce other, i.e. Ice Ice Baby
O Rehearse
Rehearse Homework Procedure
Reinforce Homework Procedure by discussing how students carried the
procedure out vs. how they were supposed to

DAY FOUR
Rehearse and Reinforce Morning Procedure
Rehearse and Reinforce General Classroom Procedures
o Bathroom/Water Breaks
o Transitions/Lining Up
o Active Listening/Respect
o Homework Procedure
Rehearse and Reinforce Lunch/Recess Procedures
Reinforce Leaving/Bus Procedure

DAY FIVE
Reinforce
Reinforce
Reinforce
Reinforce

Morning Procedure
General Classroom Procedures
Lunch/Recess Procedures
Leaving/Bus Procedure
19

DAY SIX

Reinforce Morning Procedure

Re-Teach any forgotten Procedures
Rehearse all Procedures
Reinforce by discussing throughout the day, Are we following our
procedures? Could we be doing better?
Teach new procedures:
o Done Early/Unfinished Work
Teach by giving students an assignment with a time limit,
explaining that if they do not finish within the limit, they
will have to finish later
Students who finish early read independently
Students who do not finish come back to their work later,
either during Independent Work time or if they finish early
during another lesson
Reinforce Leaving/Bus Procedure

DAY SEVEN
Reinforce Morning Procedure
Rehearse and Reinforce Homework Procedure
Reinforce General Classroom Procedures
o Rehearse and Reinforce Done Early/Unfinished Work Procedure
Rehearse Lunch Procedure
Reinforce Lunch/Recess Procedures
Reinforce Leaving/Bus Procedure

DAY EIGHT

Reinforce Morning Procedure

Reinforce General Classroom Procedures
Teach new Procedure:
o Test-taking
Students wait for GO signal (called on by pods)
One student from each pod grabs two cardboard dividers
from the table
Brings back to pod and sets dividers up on desks
All students wait silently until all tests are passed out
Students flip over/open their tests and begin
Silent, eyes on your own paper
Cheating will incur serious consequences, beginning
with a phone-call home

20

Rehearse Test-Taking Procedure

Reinforce Leaving/Bus Procedure

DAY EIGHT
Reinforce
Reinforce
Rehearse
Reinforce
Reinforce

Morning Procedure
General Classroom Procedures
and Reinforce Test-Taking Procedure
Lunch/Recess Procedures
Leaving/Bus Procedure

DAY NINE

Reinforce Morning Procedure

Reinforce General Classroom Procedures
Rehearse and Reinforce Active Listening/Respect Procedure
Teach new Procedure:
o Art/Library/Computer Lab Procedures
Students wait for GO signal (called on by pods)
Remember Transition/Line-Up Procedure and line up silently
in number-order
Walk silently and single-file in the hallway to our
destination
File into art classroom, library, or computer lab, wait
silently for instructions by art teacher, librarian, or
computer teacher
Rehearse Art/Library/Computer Lab Procedures
Reinforce Lunch/Recess Procedures
Reinforce Leaving/Bus Procedure

DAY TEN

Reinforce Morning Procedure

Reinforce General Classroom Procedures
Reinforce Art/Library/Computer Lab Procedures
Reinforce Homework Procedure
o Introduce Money/Notes Home Procedure
Students have two sides to their Homework folder:
Homework and Notesthe Notes pocket holds any extra
papers or items that need to go home and return to school
Reinforce Leaving/Bus Procedure

21

TEACHER TIDBITS
CLASSROOM MANAGEMENT LITERATURE

Allen, Kathleen P. Classroom Management, Bullying, and Teacher

Practices. The Professional Educator 34.1 (2010).
o Through a review of research literature related to bullying in the
school environment, the purpose of this paper is to explore the
relationships between classroom bullying, classroom
management, and teacher practices.
Beaty-O'Ferrall, Mary; Ellen, Green; Hanna, Fred. Classroom
Management Strategies for Difficult Students: Promoting Change
through Relationships. Middle School Journal 41.4 (2010).
o The purpose of this article is to suggest specific strategies that
integrate knowledge and skills from education, counseling, and
psychotherapy to help teachers develop a strong management
system based on the development of personal relationships with
students.
Bluestein, Jane. Managing 21st Century Classrooms: How Do I Avoid
Ineffective Classroom Management Practices? ASCD, 2014.
o According to award-winning author and classroom management
expert Jane Bluestein, it's long past time for our strategies to
catch up to the kids we're teaching. In Managing 21st Century
Classrooms, she includes a quick- reference chart contrasting
ineffective, destructive approaches with effective, proactive
strategies.
Briesch, Amy; Fairbanks, Sarah; Myers, Diane; Simonsen, Brandi; Sugai
George. Evidence-Based Practices in Classroom Management:
Considerations for Research to Practice. Education & Treatment of
Children 31. 3 (2008).
o The purpose of this paper is to provide an update on what we
know about classroom management research and guidelines for
translating this research into practical classroom practice.
Curwin, Richard L. Affirmative Classroom Management: How Do I
Develop Effective Rules and Consequences in My School? ASCD, 2013.
o Richard Curwins approach to developing effective rules and
consequences in school emphasizes student/parent engagement,
school-wide collaboration, and developing student responsibility.
Evans, Katherine; Lester, Jessica. Classroom Management and
Discipline: Responding to the Needs of Young Adolescents. Middle
School Journal 41. 3. (2010).
o In this article, the authors begin by exploring the literature
around discipline, including the use of suspension and other
22

interventions. They also describe several comprehensive

classroom management approaches that have been studied
within middle schools.
Hoover, Ginny, Fisher, Jan, and McLeod, Joyce. The Key Elements of
Classroom Management: Managing Time and Space, Student Behavior,
and Instructional Strategies. Association for Supervision and
Curriculum Development, 2003.
o This book details the basics of effective classroom management
distilled in an easy-to-read guide that can be quickly scanned for
time-saving tips or read in-depth to improve long-term
performance.
Marzano, Jana S, Marzano, Robert J., and Pickering, Debra J. Classroom
Management That Works: Research-Based Strategies for Every Teacher.
Association for Supervision and Curriculum Development, 2003.
o Marzano and her coauthors provide real-life stories of teachers
and students in classroom situations, reviewing the strengths
and weaknesses of programs with proven track records.
Poon, Chew-Leng; Tan, Doris; Tan, Aik-Ling. Classroom Management
and Inquiry- Based Learning: Finding the Balance. Science Scope 32.9
(2009).
o In this article, the authors share seven successful strategies used
by one teacher to manage a sixth-grade class which gave her
confidence to transition from a traditional classroom to a more
inquiry-based classroom.
Ridnouer, Katy. Managing Your Classroom with Heart: A Guide for
Nurturing Adolescent Learners. Association for Supervision and
Curriculum Development, 2006.
o Drawing on her own experience as a high school teacher,
Ridnouer shares an approach to classroom management that
minimizes time spent dealing with behavior issues and
maximizes time spent inspiring students to be their best selves,
in school and beyond.

CLASSROOM MANAGEMENT WEBSITES

[Link]
o This site is a reference for handling over 124 misbehaviors at
school and at home. It includes profiles of different behaviors,
effects, actions, causes, methods and techniques for handling, as
well as mistakes to avoid.
[Link]
o This source includes articles and websites about classroom
management, as well as discussion groups, books, and printouts
to use in the classroom.
23

[Link]
o This site features articles on general classroom management as
well as behavior and discipline.
[Link]
o This site is devoted to classroom management, with discipline
plans, survey results, and discussion boards, specific strategies
and ideas, and other hints from teachers, all available at a click.
[Link]
o This webpage equips teachers and students with strategies and
steps to take when confronted by violence or other conflicts at
school.
[Link]/classmanagement
o Maintained by a professor at North Central University in Arizona,
this site focuses on classroom management issues, including
links to articles with tips for teachers.
[Link]
o This online booklet prepared by Jim Wright provides guidelines to
help school staff better understand/manage bullying in school.
[Link]
o This site includes a safe-school plan and discipline code, as well
as teacher interviews on implementing policies to maintain a
safe/drug-free school.
[Link]
o This site provides links and discussion boards to assist in
teaching tolerance in schools, as well as activities to promote
acceptance of different beliefs, attitudes, etc. and prevent
labeling and stereotypes.
[Link]
o This site helps teachers engage their classroom with polls, exit
tickets, after-class reminders, and moredelivered to each
student on their phone or tablet.
[Link]
o ClassDojo is a classroom tool that helps teachers streamline their
behavior management strategies into a quicker, easier outlet.
The website captures and generates data on behavior that
teachers can share with parents and administrators.
[Link]
o This site offers a set of classroom tools for daily use by teachers.
The primary purpose is classroom/behavior management using a
web-based system, but it also includes tools for managing parent
contacts, attendance, class websites, classroom jobs, learning
centers, seating chart, etc.
[Link]
o This free, online collaborative education platform allows students
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and teachers to transcend the boundaries of their physical

classroom to engage in an online collaborative learning
environment.
[Link]
[Link]
o This website provides a unique strategy for classroom
managementto catch students on their best behavior and
concentrate management around positives.
[Link]
o This site contains current research and techniques to implement
great teaching in a classroom. It includes links to advice from
experienced teachers, as well as references like Blooms
Taxonomy and Multiple Intelligences.

EDUCATIONAL

AND INSPIRATIONAL

QUOTES

Education is the most powerful weapon which you can use to change
the world Nelson Mandela
If a child cant learn the way we teach, maybe we should teach the
way they learn Ignacio Estrada
Spread love everywhere you go; let no one ever come to you without
leaving happier Mother Teresa
The best way to predict your future is to create it Abraham Lincoln
The purpose of education is to replace an empty mind with an open
one Malcolm Forbes
Intelligence plus characterthat is the goal of true education
Martin Luther King Jr.

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FINAL REFLECTION ON CLASSROOM MANAGEMENT

Before this year and this class, the idea of classroom
management terrified me. Because of the wealth of procedures
and behaviors that fall under its umbrella, classroom
management seemed like an insurmountable task. Creating this
plan also seemed impossible, at first. But after this year of
observations, QQTs, and discussions, the knowledge and
experience I have gained greatly outweigh my fear of failure when
it comes to managing my future classroom. I now have
confidence in my abilities to control twenty-some students at a
time and teach them all to perfectly follow twenty-something
procedures. Of course I still have fears and nerves that I will
make a mistake, but as an educator would say, we learn best
from mistakes, and my students and I will learn and grow
together daily.
I know that the longer I teach, the better an educator I will
become. Similarly, the more I devote my life to my dream of
teaching and changing the lives of young students, the greater
my dedication will be to being an outstanding educator. I only
strive to be a positive and vibrant influence on my studentsI
hope to show them that learning is always happening (the more
we know, the more we grow!), and that it should be fun. I am
excited to show my students creative and hands-on ways of
learning, as well as to show them the importance of traditional
academic learning strategies.

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The difficulties in my classroom will lie not in the daily

misbehaviors but in the long-standing beliefs my students have
about learning and life. My goal is to have a class that loves
learning and life and strives to be better every daybut to get all
my children into this mindset will be a challenge. I am certain
that some days, I will feel discouraged and not be able to embody
the attitude I hope to invoke from my students. However, on days
such as this, I will need to remember to put on a brave face and
continue to model a positive outlook, for the sake of my students.
The teacher who was so influential to me was always smiling,
endlessly optimistic. I hope to present myself just as well to my
students. A teacher who believes in her students creates
students who believe in themselves, and self-belief is essential to
success.
When I finally have my own classroom and students to call
my own, I know how excited I will be to tailor my classroom
management plan and procedures to that class. When I have
tangible students and minds to shape, I can have more specific
levels and goals, more appropriate strategies and procedures. I
will be able to incorporate the likes and wants and needs and
dreams of my students into our lessons. I will be able to engage
them in their learning because they will feel connected to what I
am trying to teach. I will be able to direct my students to lead
their own discovery, once I understand their individual interests
and work ethics.
I am so excited to realize my dream and to change lives. I
feel truly blessed that my mind has been so unchanged when it
comes to my chosen profession. Being a teacher is all I have ever
wanted, and as soon as I am able, my daily dream will be to
encourage young minds to fall in love with learning, like I did.

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