Classroom Management Plan

Liz Cornwell

Management Philosophy

In Robert Pianta's model for classroom management, there are three areas of successful teacher-student interactions: Emotional Support, Classroom Organization, and Instructional Support. If I am able to influence group and individual interactions in these three areas, I will feel like I have a grasp on every aspect of classroom management.

Management Plan

Classroom Culture

  • I want to emphasize to my students from the first day that they are special and important to me, and as long as they are in my class (and beyond), I want them to be successful and happy.
  • Our class is full of learners, and learning is a process. We should help each other in this process and respect that it can be different for each classmate.
  • Our class is a family for the next year. As a family, we may not always agree, but we can always speak kindly and respectfully to one another. We also want to have fun together!

I want to form this classroom culture by:

  • greeting students at the door in the morning
  • implementing behavior management strategies that promote teamwork while highlighting individual strengths
  • encouraging students to help one another and keep each other accountable
  • focus on rewarding and promote good choices rather than punishing and pointing out bad choices
  • refer to students as "friends"

Classroom Expectations

While working, students are expected to:

  • follow directions the first time
  • respect others' learning
  • work quietly
  • raise your hand to speak
  • listen to others while they are speaking
  • try your best

While interacting with classmates, students are expected to:

  • be kind
  • be helpful

Classroom Rules

The 3 B's

1. Be Ready

2. Be Respectful

3. Be Responsible

1. Be Ready

Be ready to listen and learn.

This means listening when others are speaking, turning in homework on time, and always trying your best.

2. Be Respectful

Treat others with respect.

This means speaking kindly to friends, taking care of others' belongings, and allowing others to learn.

3. Be Responsible

Make good choices.

This means helping friends, completing classroom jobs, and working hard to achieve goals.

Classroom Procedure Examples

Going to the Bathroom
  1. ALWAYS get permission to go to the bathroom unless it is an absolute emergency.
  2. Raise your hand with your two fingers crossed.
  3. Wait for the teacher to call on you.
  4. When you hear your name, you may leave to go to the bathroom.
  5. Walk quietly to the bathroom, and return quickly.

Paper Headings (Upper Grades)

  1. Headings should go on ALL papers unless you are told something differently by the teacher.
  2. Headings go in the upper right hand corner of the paper.
  3. Headings are the first thing you should write on a paper!
  4. Each heading should appear:





Finishing Work Early

  1. Always complete assignment before moving onto anything else unless you are told to do so by the teacher (Teacher's Choice).
  2. When you finish work, go back and check it.
  3. Turn in your finished work.
  4. Look for unfinished work that needs to be done.
  5. If all of your work is completed, move onto Your Choice (choices posted in the classroom [ex: read, write, draw]).


I will help transitions in my class by giving directions before my students do anything.

Example: When going from the carpet to desk work, I will give directions (return to desk, begin this task, turn it in when completed) while they are sitting down. They are only allowed to go back when I have finished giving instructions.

I will also stay in one place while giving directions. Moving around the room could affect their attention to my words, so I can remain in one place while they listen.

Behavior Management System


I want to use a clip chart in my class because it covers the “negative” as well as the “positive” student behaviors that could arise. The students start at a positive to neutral point and move up or down. I also would like my students to track where they are on the chart so they can look back and see how their behavior has looked every month throughout the year.


When a student is not meeting an expectation, they will be directed to the clip chart to clip down. If the behavior persists, there will be consequences associated with clip chart colors (e.g., red means parent contact). For older grades, I would implement logical consequences. These are consequences that are directly in line with the “offense.” For example, wasting time in class results in lost recess time.