Jonnell Knox
LBS 302- Responsive Teaching and Classroom Management
Dr. Reed
Classroom Management Plan
December 7, 2022
Classroom Management Plan
In LBS 302, we have learned about many skills and strategies to management and plan
for a successful classroom, where we can creative a cultural environment and utilize our time to
efficiently be more of a culturally responsive teacher. To be effective teachers you should
include an engaging classroom presence, value in real-world learning, and understand you need
to need your student individual needs of every student. We can not pick our student and our
student with come from many different backgrounds and culture as a teacher it is your
responsibility to be that link and connection to academic success. Students with different
experience may all learn in different ways. This classroom management plan will discuss the
different components that affect the classroom and strategies that contribute to successful
management plan. This plan will (include or address) restorative justice as a teacher, classroom
climate, expectations and rules, routines and procedures, maximizing classroom time, addressing
the needs of diverse learners, social and emotion development, peer collaboration and parent
involvement.
With the help of this cmp I believe I will become a better teacher to my students. This cmp will
be the blueprint to help guide me with skills and strategies I have learned in LBS 302
Classroom climate
When my students and I walk into the classroom I want the climate to be colorful
feels safe, respectful, welcoming, and supportive of student learning. I would display
multicultural art or people to represent the students. Have positive affirmations posted. Maybe
for morning discussion just to get the day started I would allocate time and energy to listening to
my students, getting to know them, and letting them get to know me, I would call it the magic
hour, I think this will help build positive relationships. Model the behavior I want to see in the
way students treat each other. Use respectful language and demand a high standard of relating to
one another in the classroom. Explicitly teach my students social skills and give them plenty of
opportunities to practice. My fieldwork teacher does this practice, he has the students rotate 5
times in the classroom and them talk to someone they would not normally talk to day what they
learned in a book or from an activity.
Expectations and rules-
When students know what is expected of them, and these expectations are reinforced daily This is
something I will probably do at least three times a day, because it's so very important to be
consistent. Model for students how they Respect yourself, the teacher & others.
Put forth your best effort at all times.
Be prepared for class each day. Come prepared with all materials necessary
Follow directions when given.
Pay attention, participate, and ask questions.
Preserve a positive learning environment.
Take responsibility for your actions
Routines and procedures-
One of my routines would be hand signals, Hand signals work for all grade levels and can
help minimize distractions from your active teaching and discussion. Another routine would be
bell work, to help set the tone for learning the minute students walk into the room. In my
fieldwork I have seen this done, my fieldwork teacher has a question of the day that the students
might answer and discuss. I believe it will minimize the disruptions that naturally occur when
students are streaming into your room. My third routine or procedure would be greeted every
student at the door. Checking in on my students’ social and emotional well-being will contribute
to a cultivate positive classroom community.
Use of time-
One of the ways I plan to maximize my instructional time is to incorporate technology
into my curriculum. Another strategy would be flip the classroom students use time at home to
watch recorded lectures and videos and explore material, while the time in class is reserved for
meaningful, face-to-face interaction. This allows students to spend an hour or more of
“homework time” to absorb material at their own pace which might otherwise take a valuable
chunk of time out of the school day. My last strategy would be to provide a visual, written, and a
pre-recording backup for my instructions. In addition, provide a written list of bullet points that
cover the steps students need to follow—you can share these online as well as post them on the
whiteboard. Better yet, give students a pictorial “map.” another good strategy is three before me
this will help my students can be very self-reliant when you give them the opportunity. Try the
“three before me” technique to encourage students to think critically about questions they have:
They should try to find three other sources of information on their own for their questions. They
could ask a classmate, consult a library book, or do some internet research. If they are still
stumped, help them with their questions, and explore with them why their fact-finding mission
may not have been successful. Were they asking the right questions? This student-centered
technique for making the most of your instructional time builds independence and confidence.
Addressing the needs of diverse learners
To address my students learning needs I would use UDL mtss, IEP I will need all of my
students needs on their individual education plan I would find additional ways to help support
my students learning and 504 plan
English Learners, for my ELL students i would simplify the language used in instruction.
Utilize resources in the student’s first language have the assignment in their native language
a student struggling academically/behaviorally. Provide a quiet space to work, Give alternative
homework or classwork assignments suitable to the student’s linguistic ability for activities and
assessments
and a student with disabilities Provide visual aids to enhance key concepts. Allow for an
extended time to complete the assessment. Provide the opportunity for a student to provide oral
responses to be recorded by the teacher.
Social and emotional
Peer collaboration
Some ways I would promote peer collaboration would be through a reward
system just in the Pinto reading. Think-pair- share
Parent communication & involvement
some ways I would communicate and engage with parents is by having a monthly
Newsletters. Connect with Families through monthly community meetings/ events. Another
would be Celebrating my School's Diversity with Multilingual Read-Alouds. Also another would
social media communicate with my students parents through online apps where the parents can
monitor their child's development like ClassDojo, Edmodo or Seesaw. Have my students create
weekly video messages, this will give students the opportunity to record a video each week and
post them. This will help let parents see what the class is learning. Another way to engage with
parents is share activities or experiences as it is happening in real time, introduct a part in the
classroom call community experts this will let parents share their expertise with the class.
Inclusion
Being a teacher can be the most difficult job at times, it can also be the most rewarding
job. Being a teacher means having a new adventure every day. One can never predict the
outcome of a day, and that’s what keeps it interesting. It is also something that can wear on you.
There are days that just get to me. It happens to all of us. The most important thing that I try to
do is to start each day with a clean slate. I constantly give my students a fresh start. I believe that
is extremely important to do. Kids are kids, they are going to mess up and make mistake. If I
hold a grudge, then I’m never going to give that student a chance to be successful, and therefore I
lose the chance to make an impact. In essence, I will never give up on a student.
Consistency is a crucial part of teaching. Unfortunately for me, it’s something that does
not come easy. In terms of rules and procedures I stay consistent. You have to, or else the
management in the class becomes very difficult. At the same time, you form bonds with students.
With that said, it’s very difficult to constantly stay equal. Some of my students are like my own
kids. When that happens, it’s difficult to treat everyone with the same consistency. I guess if
that’s the worst thing that happens, then so be it. As much as you don’t want to, every teacher
has their favorites who seem to get away with more than everyone else. I feel that’s a part of
teachers being “human”. Like anything in life, one has to constantly monitor what is happening
in their surroundings to make sure things stay the way you want them to.
Being in the classroom, the best way to monitor what is happening is to constantly be up
and out from your desk. Very seldom am I sitting at my desk while the students are working.
This enables me to see exactly what is going on in my class. It also promotes questions. I found
when walking around the room, students are more prone to ask me questions. I think it makes the
students feel less embarrassed/intimidated when I come to them, rather them coming to me.
Also, when I am walking around the class it is very easy to notice students getting off-task or
doing things they shouldn’t. This makes it very easy to stop anything before it even starts. The
key to managing a class, is to be involved and interacting with the students at all times. When
this happens, engaged meaningful learning will take place.
References:
Davis, Bonnie M.. How to Teach Students Who Dont Look Like You : Culturally Responsive
Teaching Strategies, Corwin Press, 2012. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/csudh/detail.action?docID=6261940.
Pinto, Laura E.. From Discipline to Culturally Responsive Engagement : 45 Classroom
Management Strategies, Corwin Press, 2013. ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/csudh/detail.action?docID=1245476.
Hammond, Zaretta L.. Culturally Responsive Teaching and the Brain : Promoting Authentic
Engagement and Rigor among Culturally and Linguistically Diverse Students, Corwin Press,
2014. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/csudh/detail.action?
docID=6261739.
