Saint Francis University

Theresa Wilkinson
 TABLE OF CONTENTS
 Philosophy of Classroom Management

 Behavior Expectations

 Class Rules

o Creating Positive Relationships

 Motivational Strategies

o Minimizing Disruptive Behaviors

 Hierarchy of Consequences

 Classroom Arrangement

 Management Procedures and Routines

 Pre School Check Off

 Classroom Slogan/Motto

 Instructional Planning

Philosophy of Classroom Management

 When I sit down and try and put into
words what my philosophy of
classroom management would be, I
keep coming back to Maslow. I
firmly believe that it is important to
teach to a higher level, incorporating
Bloom’s taxonomy whenever
possible. However, if my students
aren’t well fed, don’t feel safe, and
are badly in need of hugs, they are
not ready to learn and won’t even
hear my questions. The first step in
establishing good classroom
management is removing the barriers
to good behavior. Hunger, fear and
feeling unloved are catalysts to undesirable behaviors. I believe that we need to
meet our student’s basic needs first. No child is capable of learning when they are
hungry, or scared, feeling unloved or unsafe. Telling a child to “behave” when they
are in this state is useless. When student’s basic needs are met, they are more
capable of focusing their energy beyond basic survival mode and are then ready to
learn. This is when Bloom’s taxonomy comes into play, not before. Establishing a
safe, secure, nurturing environment is paramount to establishing good classroom
management. This begins the moment children enter my classroom. Each child is
greeted by name, told “I am so happy you are here today”, and offered a hug. It is
my goal that they know they are valued, that I am truly happy to see them. This
works to help the students feel safe and know that they are loved. This also helps
parents as they are leaving their most prized possessions in my care. I need them
to know that I will be treating their children as if they were my own while they are
in my care. Most students then come over for a morning hug. This connects us in
a physical way and sets the stage for the day. It allows the students to leave the
comfort and security of their parents and trust that they will be safe with me. I do
this for each and every student, each and every day. Students are then offered
breakfast, even if they have already eaten at home. I ask this each and every day.
Some of my students have been in before school care for 2 hours before our day
begins. I make sure to offer each child something to eat and ask each one if their
“belly is full so their brain is ready to learn”. This then allows me to check off each
of the criteria I feel is important to begin our day. Are they fed? Do they know
they are loved/valued? Do they need a hug? Once our day is over, I try and make
sure to reinforce their feelings of safety, security and love so that they are excited
to come back the next day. Most students stop for a goodbye hug at the end of the
day. Once again, I make sure to use their name and tell them how much I enjoyed
having them in class that day and how I am looking forward to what tomorrow will
bring. By establishing our classroom as a safe, nurturing environment, I believe
that we have laid the foundation for effective classroom management.
Another important aspect of my philosophy of classroom management comes from
the man who shaped my childhood, my parenting philosophy, and gave me my
sense of self from an early age. Mr. Fred Rogers. In addition to breaking color
barriers and allowing me to see people who looked like me being represented on
television, Mr. Rogers signed off each day with a statement that has shaped my
life. He told his audience of children that “There’s no person in the whole world
like you, and I like you just the way you are.” This focus on the uniqueness and
individuality of each person helps to guide my classroom management as well as
my differentiated instruction. No two children will respond to the same motivators,
reinforcers, discipline, or instruction. By remembering that each child is unique
and deserving of love just the way they are, I am able to differentiate instruction as
well as classroom management techniques.

Behavior Expectations
In order to establish behavior expectations in a classroom it is important to
remember that expectations are different from rules. Expectations are the general
ways that I would like the students to act. They are like guidelines for behavior.
These are broad terms and apply to the whole classroom including the teachers.
These expectations are things like “Be kind. Be Safe. Be Respectful. Be
Responsible.” However, in order for students to understand how to accomplish
those expectations, rules are needed. In the beginning of the year we establish a
contract with the students of behavior promises that they all sign with their
handprint.

Class Rules
These promises act as the basis from which our class rules are made. By inviting
the students make the promise to adhere to our expectations, they take an active
role in helping to create our class rules. Our class rules answer the question “How
can I fulfill my promise.” We have many different sets of rules depending on the
situation. There are rules for centers and center play, for walking down the hall,
for playing in the gym, for doing art activities among others. However, they all act
as a way to explain how to be safe, be responsible, and be respectful.
 Behavior Playground
Classroom Rules Hallway Rules
Expectation Rules

Be safe  Use walking feet  Sit on bikes,  Use walking feet

 Use gentle slide, and  Use gentle
touches swings touches
 Use gentle  Stay together
touches

Be responsible  Follow directions  Follow directions  Follow directions

 Put toys away

Be respectful  Use kind words  Use kind words  Use kind words
 Take turns  Use quiet voices

To effectively manage behaviors in a classroom it is important for students to

know and understand the rules. In order to do this, I look for opportunities to
repeat the rules as well as have students repeat the rules to me. These teachable
moments are a great way to revisit rules and make a solid connection with the
students in the moment.
I believe it is important to give students prompts to help them follow the
rules. Verbal, visual and physical prompts are needed to reach a variety of learners.
I use “name dropping” as a verbal prompt often. By calling attention to and giving
verbal praise to a student who is following the rules, I give a verbal prompt to the
whole class as well as offer praise and positive reinforcement. I also use direct
verbal prompts with students who need more direct help. There are many visual
prompts in the classroom depicting desired behaviors. There are pictures showing
students sitting “crisscrossed, applesauce” as well as those raising their hands to
answer. Beyond prompts it is
important to offer specific praise whenever possible. Through teaching social
skills and offering opportunities for practice, practice, practice, I believe that
students can achieve success in managing their own behaviors. When students are
in charge of managing their behaviors, they are better equipped to manage the
classroom expectations.

o Creating Positive Relationships

Creating positive relationships with my students begins before they even enter the
classroom. Upon arrival to school, students see a bulletin board with their names
on it showing them as a part of our class community.
 There are also labeled
hooks in the hallway for them to hang their bags and coats. It is my goal to have
students know that I value them being here and that they are a part of our class
community. When students enter the classroom, they are greeted individually, by
name. I tell them that I am happy that they are here today and offer a hug if they
want one. I try and make sure to stop whatever I am doing and focus my attention,
even for a moment, on each child as they arrive. I know that it is difficult for both
them and their parents to transition to the classroom, so I make sure to let them
know that I appreciate it. I also make sure to address each parent as they are
dropping off their child. Maintaining a positive relationship with the parents in
front of the child, lets the child and the parent know that we are all in this together.
We all want what is best for the success of the child.

Motivational Strategies
The best way to manage behaviors is to stop them before they begin. When
students are motivated and engaged in the learning, they are more likely to enjoy
what they are doing and stay on task. Through informal interviews I am able to
learn where each students interest lies and use this as a motivational tool. Each
student learns differently and each student is motivated and engaged differently.
Through conversations with the students I am able to better understand what would

work as a motivator for each child.

It is also important to remember to focus on the effort as well as the desired
behavior. I often tell students that “I see how hard you are trying to_____.” I
usually follow that up with “You should be proud of yourself for____.” I believe
that it is important to have high expectations for my students but that the true
reward should be the pride they feel in themselves for trying.
There are many tools that can be used as both motivation and as a way to
engage the students. We use stamps on hands when we catch them doing
something positive. We give out bracelets when we catch them being good
citizens. I have offered special jobs to students when they are caught being a good
friend, or classroom helper. Students who are able to manage their behaviors are
rewarded with special privileges such as handing out napkins, collecting name
cards, using the teacher’s markers, or reading the teacher’s books.
To engage students in our classroom environment, each student is given a
classroom job. It is their responsibility to do their job for the entire week. This
helps by contributing to the community atmosphere of the classroom and allows
each student to contribute.
In addition to having high expectation for my students I also hold them
accountable for their behaviors. To reinforce the idea that they are responsible for
their actions, I have taught them a call back. When I say “When you know better”
they respond “you do better”. I then remind them that they know the rules and if
they know the rules, they need to follow the rules.

o Minimizing Disruptive Behaviors

It is unrealistic to expect that all students will be on task at all times. There will be
time when disruptive behaviors occur. It is important to be prepared to handle
these behaviors as they occur. However, it is even more important to try and
prevent them from happening in the
first place. In order to minimize
disruptive behaviors, I created a matrix
to use in our class. This matrix
addresses different behaviors and
needs of the students as a way to help
them achieve success and avoid
disruptive behaviors.
 NJ
AL
BE

DS
BR
AC

CH

BN
BO
DH

LM
HQ

SW
MC
MB

WP
AM

WR
MG
McG
Student

X
X
X
Preferential Seating

Verbal

X
X
X
X
X
X
X
X
X
X
Praise/Reinforcement

X
X
X
X
X
X
X
X
Redirection

X
X
X
Sensory Breaks

X
X
X
X
X
Direct Instruction

Modified/adapted

X
X
X
X

tasks

Visual

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Praise/Reinforcement

Outside services
X

Hierarchy of Consequences
(ST,PT,OT)
X
X
X
X

Separation Anxiety

Behavior
X
X
X
X
X

modifications
Despite the best intentions, students may not always make the best choices. When
this occurs, it is important to have a system in place to handle those behaviors.
One system is to use a clip chart. All students are assigned a clip which is placed
under the orange Good Job! Monster to start the day. As the day progresses,
students can be moved up and down the chart depending on their behavior. It is
the goal of the class to have everyone on Good Job! or Awesome! by the end of the
day. This chart allows students to understand and see immediately the
consequences of their choices. They also are given many opportunities to move
their clips throughout the day.
 The first infraction results in a verbal warning.
 The second infraction results in their clip being moved down one monster to
make better choices.
 The next infraction results in their clip being moved down to warning. This
results in a loss of 5 minutes of free play and a warning that their parent will
be contacted next.
 The last infraction results in parents being contacted.
Random rewards are given throughout the day for those whose clips are caught on
Good Job! or Awesome!

Classroom Arrangement
A well-organized classroom contributes to a positive classroom environment.
Clearly labeled shelves with words and pictures assist students with cleaning up as
well as with vocabulary acquisition. When student know where everything goes,
they are more likely to clean up after
themselves. The organization of the

furniture in a class also contributes to

student success. When arranging
shelves, it is important to look for those “running lanes” and break up the flow as
to deter running in the classroom. Using low shelves allows teachers to be able to
keep an eye on all students throughout the day. The low shelves also allow easy
access to the toys and games. In addition to the type of shelving, it is important to
group areas of similar play together to best utilize the space available. The block
and construction center needs to be placed in an area that is furthest away from the
quiet reading and listening area. Messier centers like sand and art need to be
placed nearest a water source for ease of clean up. Grouping centers also
encourages cross curriculum learning. All of these considerations need to be
addressed when organizing a classroom to best promote student success and
positive behavior management.

Management Procedures & Routines

o ARRIVAL
o Upon arrival students will find their name on the lunch count tag and place their
name in the correct column.
o Students will then go to the refrigerator and repeat the process for the breakfast
count.
o Students will wash hands and choose a center for free play.
o Students who have chosen to eat will be called to the table.
o TRANSITIONS
o Students will be given a verbal and visual warning before transitions.
o Teacher will flick the lights an announce the time remaining before the transition
o Teacher will repeat for transition.
o CLEAN UP
o Teacher will flick lights as a verbal warning and
announce that there are 2 minutes left, no new toys are to
be taken out.
o Teacher will set a 2-minute timer.
o When timer sounds, teacher will play clean up song.
o Students will clean up their area before the song ends.
o LINING UP
o Students will have jobs regarding line leader, door holder, electrician, hall
monitor, and caboose.
o Students will be called to line up.
o Students will stand by the lockers with their hands at their sides, standing straight
and tall, eyes looking forward, ready to walk down the hall.
o HALLWAY
 o Students will walk in line quietly down the hall with hands at their sides.
o BATHROOM
o Students will wash and dry hands after using bathrooms.
o DISMISSAL
o Students will wait for parents inside the classroom.
o Students will line up at lockers for after school care.

Preschool Check Off

There are many checklists available to check what a preschooler should be able to
do. One list in particular addresses areas such as physical, social, emotional,
cognitive, and language.
Physical
 dresses and undresses but still needs a little help
 hops, jumps and runs with ease
 climbs steps with alternating feet
 gallops and skips by leading with one foot
 transfers weight forward to throw ball
 attempts to catch ball with hands
 climbs playground equipment with increasing agility
 holds crayon/pencil etc. between thumb and first two fingers
 exhibits hand preference
 imitates variety of shapes in drawing, e.g. circles
 independently cuts paper with scissors
 toilet themselves
 feeds self with minimum spills
 dresses/undresses with minimal assistance
 walks and runs more smoothly
 enjoys learning simple rhythm and movement routines
Social
 enjoys playing with other children
 may have a particular friend
 shares, smiles and cooperates with peers
 jointly manipulates objects with one or two other peers
 develops independence and social skills they will use for learning and getting on with others at
preschool and school
Emotional
 develops respect for feelings
 understands when someone is hurt and may attempt to comfort them
 may show stronger preference for particular playmates
 becomes independent and assertive
 likes to give and receive affection
 may praise themselves and be boastful
Cognitive
 understands opposites (e.g. big/little) and positional words (middle, end)
 uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and
water
  builds tower eight to ten blocks
 answers simple questions
 counts five to ten things
 has a longer attention span
 talks to self during play - to help guide what
 follows simple instructions
 follows simple requests and enjoys helping
 may write some numbers and letters
 engages in dramatic play, taking on pretend character roles
 recalls events
 touches objects to count - starting to understand relationship between numbers and objects
 can recall and tell a recent event or story
 copies letters and may draw some unprompted
 can match and name some colors
Language
 speaks in sentences and use many different words
 answers simple questions
 asks many questions
 tells stories
 enjoys talking and may like to experiment with new words
 takes part in conversations
 enjoys jokes, rhymes and stories
 will assert self with words

If I were to create a checklist of what I would hope a preschooler would know

before leaving my class it would also include:
□ Empathy development
□ Kindness
□ Managing/dealing with emotions and feelings
□ Development of social skills
□ Learning decision making skills
□ Sharing
□ Following rules
□ Managing impulse control

Classroom Slogan/Motto
In our classroom we have a few different motto’s or slogans that we use to restore
appropriate behaviors and encourage cooperation.
 If you take it out, you clean it up.

Some of our class slogans are used as a call and response. This allows the students
to take an active role as well as ownership over their behavior.

Instructional Planning
 There are many factors to consider
when planning for instruction. The
most important thing to remember is
that each and every child learns
differently. What may work for one
child may not work for another.
This is true for discipline,
motivation, instruction and behavior
management. The theory of
multiple intelligences suggests that
teachers be trained to present their
lessons in a wide variety of ways
using music, cooperative learning,
art activities, role play, multimedia,
field trips, inner reflection, and
much more. Keeping the diversity of the classroom in mind when planning allows
me to plan for a variety of situations.
In addition to planning for the diverse learners in my class, I also plan for
the diverse behaviors as well. Many of out lessons require the students to be able
to follow directions, wait turns, and cooperate. Not all students are able to do this
the same. Because of this, lessons are planned in
a way that takes this into account. Students are
grouped according to ability as well as in a peer-
buddy grouping to help control unwanted
behaviors. Lessons are differentiated to account
for instructional as well as behavioral differences
within the class.