Classroom Management Plan

My journey in to teaching, though untraditional, has provided me with the opportunity to develop my ideas about classroom management.  Through my experience in teaching early childhood, I developed and modified my classroom management style in to a model that worked for my classroom.  During my coursework in elementary education at Ball State, I have discovered the theories and beliefs that support or in some cases oppose my management style.  Using this new knowledge in conjunction with my prior experience, I have developed a classroom management plan for my future elementary classroom. 

Upon entering the teaching field again, I hope to teach lower elementary, ideally a third grade classroom or under.  This classroom management plan could be adapted up or down for any of these grade levels in order to meet the specific needs of my students.  This plan contains my basic philosophy of classroom management, my expectations and strategies for managing student behavior, routines for classroom management, and a sample classroom layout that allows for implementation of my management plan. 

Section One: Philosophy of Classroom Management

My basic beliefs about classroom management have been borne primarily of my classroom experience.  Before I began teaching early childhood, I had very little exposure to any classroom management other than from classrooms of which I’d been apart.  Managing my own classroom forced me to look critically at what did and did not work for my students, decide why it was or was not working, and make appropriate changes to benefit my students and my classroom environment.  This experience, combined with the research and learning that has taken place in my coursework this semester, has led me to define ten beliefs that make up the core of my philosophy of classroom management.

Instruction, management, and behavior

Effective and engaging instruction, classroom management, and positive behavior are intertwined. With effective instruction and good classroom management, students are more likely act in a positive manner.  Alfie Kohn states that, “Discipline problems can be due to a curriculum that is insufficiently engaging rather than a function of children who are insufficiently controlled.”  I believe that by developing a classroom where my students are engaged in interesting curriculum and my classroom management plan is consistently followed I can have a classroom where positive behavior abounds and negative behavior is minimal and rare.  In my early childhood classroom, I noticed that my students exhibited significantly less negative behavior when they were actively engaged in the classroom.  Activities that bored them or did not keep their attention caused them to seek engagement elsewhere, often in the form of negative behavior.  However, when lessons were active and kept them involved and busy, negative behavior rarely occurred.


The teacher must be proactive in her approach to effective instruction, classroom management, and positive behavior.  Effective instruction must be diligently and carefully planned well in advance of the lesson.  Strategies for classroom management should be thought out and coordinated well before the students ever enter the classroom.  Alfie Kohn supports the idea of creating well-planned, meaningful lessons that are interesting to students.  By using well-planned lessons, I feel that I can keep my students from becoming disengaged and seeking other means of distraction through negative behavior.  This was evident in my early childhood classroom.  When I planned sufficient activities that were carefully constructed to engage students and build on their prior knowledge, and that involved topics they were interested in, my lessons were met with far more success than the days where lessons were fitted more to my interests and wants. 


Solid relationships between the teacher, students, and parents are essential to an effective classroom.  When the teacher, students, and parents work as a team for the students’ growth and development, the students will know that the teacher cares about him/her.  This will build student trust and help to promote a positive classroom community.  C.M. Charles states that establishing and maintaining a collaborative relationship with students’ parents can help lead to a high-quality classroom.  I believe fostering positive relationships with my students and their parents will encourage my student to work hard.   I feel they will be willing to step out and try things that would normally not attempt if they know I would not place anything in front of them that would harm them or that was not in their best interest.  When I began teaching in my early childhood classroom, my students were often hesitant to try activities with which they were unfamiliar.  If they were not sure of their ability to succeed, they often refused to try at all.  Once the level of trust had grown in our classroom and they knew I genuinely cared about them, they were more willing to try new and different activities.  They knew that I would continue to encourage and help them even if they were not successful on the first try. 


Both the teacher and the students should have responsibilities in the classroom.  When the students and the teacher both have responsibilities in the classroom, the students will feel a sense of ownership over their classroom.  This will help the students to feel that they are a valuable part of the classroom and will contribute to a positive classroom community.  William Glasser supports this shared responsibility between students and teachers as a means of classroom management. I believe by allowing my students to feel ownership over the classroom through responsibility, they will hold one another accountable for behavior in the classroom.  This was one area I often neglected in my early childhood classroom.  I did not give my students sufficient responsibility in the classroom.  Though I did not understand it at the time, through my study of classroom management theorists this semester, I now believe that much of the misbehavior in my classroom was my students seeking to find ownership and control in the classroom.  This is an area to which I will pay special attention in my elementary classroom.

The classroom should be a community, where all members participate.  Each student should feel that he or she is a vital part of the community, who is capable of creating change in the classroom environment.  Alfie Kohn promotes a classroom where students are actively involved in creating the classroom community.  Kohn believes that children who are involved in the creation of their classroom environment are more likely to behave in a positive manner because it is best for their learning community.  I believe by developing a community, my students will be concerned not only with their own well-being, but with the well being of their fellow students.  I hope to create a classroom where compassion, responsibility, and respect are central to the classroom community.

Encouragement and Accomplishment
The teacher should encourage students and help each student to feel that he/she is capable of accomplishing the work presented in the classroom.  As the student develops new knowledge and abilities, his/her accomplishments should be celebrated.  This acknowledgement of accomplishments is not limited to academics, but also includes positive behavior and responsibility.  Linda Albert promotes these in the “capable” and “connected” portions of her Three C’s approach to classroom management.  The students in my early childhood classroom responded strongly to encouragement and acknowledgement of accomplishments.  Many students accomplished tasks they thought they could not with a bit of extra encouragement.  These same students proudly brought their parents into the classroom and showed off their new ability.  I noticed that these students enjoyed feeling this sense of accomplishment and seemed to build better self-esteem the more they could experience it.


The classroom should be an energetic environment.  This energy should come from both the students and the teacher.   The teacher should be excited about the lessons and her students.  This in turn will foster student enthusiasm for learning.  C.M. Charles supports this in his Synergetic Discipline classroom management plan.   He believes that teacher can feed energy to their students and these students can feed energy back to the teacher.  I feel that my enthusiasm and excitement for teaching and working with children is one of my greatest tools for helping my students to become eager and excited to learn.  If I was excited about a lesson in my classroom, my students were more likely to be engaged and interested.  In turn, they also became excited about the lesson.   This fed my enthusiasm and helped me to remain excited and energetic through the rest of the lesson. 


Students should be actively involved in creating the classroom and curriculum.  Students should be able to work with the teacher in creating classroom rules and consequences.  They should also be able to suggest subjects or activities that appeal to their interests.  The teacher should put effort into integrating these interests into the classroom and should avoid subject matters that do not appeal to the students whenever possible.  C.M. Charles encourages both student input for class function and avoidance of topics the students dislike in his Synergetic Discipline classroom management plan.  This helps fill the students’ need for enjoyment in the classroom.  While I know that some topics are unavoidable due to curriculum requirements, I believe I can use topics my students are interested in to teach topics they are more hesitant about in an interesting manner. 

Student Input

Students should have a voice in creating guidelines, choosing curriculum, and developing plans for dealing with community problems.  They should be encouraged to voice their opinions on classroom issues in order to feel that they are capable of making a positive difference in the classroom and the community.  This addresses one of Linda Albert’s three C’s in her cooperative discipline classroom management approach.  She encourages student contributions in the classroom in order for students to see that they can make school better for everyone.  This is also addressed in Curwin and Mendler’s Discipline with Dignity classroom management program.  Curwin and Mendler encourage allowing students to be actively involved in classroom decisions in order to encourage critical thinking and decision-making skills.  I believe that incorporating my students’ thoughts, interests, and opinions into the classroom will help develop the sense of community I feel is important in the classroom.  I also think that students who feel like they have some sense of control over their classroom environment will manage their behavior better and will be a more positive influence in the classroom community. 


The classroom environment should foster cooperation and encourage students to learn to work well in small groups, in larger groups, and in the classroom as a whole.  Students who work in groups build a community with one another and become concerned with the interests of others and of the classroom community as a whole.   They also develop socially through these cooperative efforts, helping them to build effective communication skills. Alfie Kohn supports promoting cooperation though his “Beyond Discipline to Community” approach.  He believes that a classroom community creates students who are better able to work cooperatively.  I feel that group work helps students develop communication skills and social skills.  I also believe it helps students become more confident in expressing their thoughts and opinions by allowing them to do it first in small groups, then in larger groups, and then in the classroom community as a whole.

The classroom environment should also foster cooperation between the teacher and the students.  The students should feel free to share ideas with the teachers and the teacher should seek student input for various aspects in the classroom.  This is supported by C.M. Charles’ Synergetic Discipline approach, which promotes cooperation in planning and classroom management.  Charles feels that a classroom where cooperation is present will help students to feel accepted and secure.  I believe when students feel that the teacher genuinely seeks and values their thoughts and opinions they will be more likely to work hard and contribute to the classroom.  They will have a personal desire to contribute to the classroom and add the input that only they can provide.

Section 2: Implementation of Student Guidance Practices

The principles in my philosophy of classroom management dictate the way my classroom will be run.  Because I believe the majority of behavior issues in the classroom can be prevented by setting clear expectations for behavior and engaging students actively in learning, I will emphasize prevention of negative behavior instead of reaction to negative behavior.  I also feel that recognition of positive behavior and positive efforts is essential to managing the classroom.  That belief is also reflected in my behavior management plan. 

Engaging Students with Quality Curriculum

The primary method for managing my classroom will be an engaging, hands-on curriculum.  I will strive to be an enthusiastic teacher that helps my students to become excited about learning.  Through my experience in my early childhood classroom, I have come to understand that the teacher’s level of enthusiasm directly affects the way the students view their learning.  When the teacher is enthusiastic and excited, the students are enthusiastic and excited.  Students who are excited and engaged tend to cause fewer behavior issues.

I will also be a well-planned teacher.  While lesson plans never go exactly the way they are supposed to, I have noticed that the degree to which I have planned affects the way I teach and the way the students respond.  Days on which I have not planned as thoroughly, the lessons do not flow and are not as engaging.  The students understand this and tend to behave in a more problematic manner. 

During my well-planned lessons, I will provide hands-on activities that include problem-solving skills, investigations and discoveries.  These types of activities involve students directly in their learning process.  It also gives them a degree of personal responsibility for their learning.  When they feel they are valuable to the classroom environment and the learning that is taking place, there will be little or no need to act out for attention.

During these hands-on activities, the students will be working together.  This will help them begin to appreciate the value of learning cooperatively and working as a community.  I have noticed that when my students are working together, they tend to have fewer behavior problems even though they are working in close proximity to one another.  When my early childhood students were doing seatwork, they tended to aggravate one another, be off task, and become disruptive far more often than when they were working together in learning centers. 

I firmly believe that troublesome behavior is due mostly to boredom and a lack of knowing what to do.  I plan to minimize off-task time by having ongoing projects or activities to do when students or groups get done with their activities early.   I would include activity cards, “fun” worksheets such as crosswords and word searches, reading projects and creative writing in these activities.  I found this system to be fairly effective in my early childhood classroom and hope to have success with it in the elementary classroom as well.  I found that if my students understood what steps to follow after they were finished with their activities, they had less “down time” in which to find trouble. 

Classroom Guidelines and Expectations:

The guidelines and expectations for behavior in my classroom will be a collaborative effort between my students and myself.  Students who feel that they are a valued part of developing the standards of behavior for the classroom will be more likely to follow these standards on a daily basis.  I feel that if the teacher makes the guidelines and the consequences, the students will feel a lack of power in the classroom.  They will try to balance this perceived lack of power by acting out.  If they students already feel they are valued and can change their classroom environment, they will not feel the need to act out for power reasons.

Once classroom guidelines and expectations have been decided, I plan to communicate them in written form.  They will be written and displayed in the classroom.  Each individual student will also sign a copy that will be kept on file in the classroom.  A copy will also be signed by a parent/guardian of each students and that copy will be kept on file as well.  If a student has more than one household in which he or she lives (i.e. divorced parents) I will try to have an adult from both households sign a copy of the guidelines and expectations so all adults in the child’s life are kept informed.

As the teacher, I will be responsible for a good deal of the enforcement of the classroom guidelines.  However, the student will be directly involved in the consequence and resolution of the behavior issue.  Once a student has had a behavior problem, they will discuss it with me, decide on why the feel it happened, and together we will decide what needs to happen as a result of the behavior and how it will be prevented in the future.  While I will still be the one enforcing the rule, the student will be responsible for his or her own behavior and the improvement of any negative behavior displayed.

While guidelines will be enforced mostly by the teacher, I hope that my students will eventually feel a sense of personal responsibility in the classroom.  I would like my students to understand that they are responsible for their own ability to learn, and misbehavior detracts from that ability.  I would also like them to understand that their misbehavior can directly impact their peers ability to learn and can disturb the community around them. Eventually I would like this sense of responsibility to cause my students to self-monitor and self-correct their behavior issues. 

Parents will also be involved in the management of behavior in my classroom.  Parents will be informed of behavior problems as well as positive behavior.  I will also involve parents in the resolution of behavior problems whenever I feel it is warranted or in the student’s best interest.  In my experience, most parents want their child to be successful and well behaved in the classroom.  Only on rare occasions have I had a parent refuse to help me address a behavior issue that was impacting my students’ ability to learn. 

Conflict and Misbehavior:

  Though most conflict and misbehavior can be curbed by engaging the students actively in the classroom and by setting clear behavior guidelines, a clear plan for managing behavior is also essential.  I feel a good system for behavior management will contain elements for prevention of negative behavior and elements for dealing with problems when they occur.  My plan involves a visual representation of behavior, goal setting, recognition for positive behavior and steps to resolve behavior issues when they arise.


I plan to use a “stick” system in my classroom for behavior monitoring.  However, I do not plan to use the traditional “up on the wall” system.  I feel that students need a tactile representation of their behavior for the day so they are effectively able to self monitor their behavior.  That being said, this representation does not need to be a public display.  Each student will have a pocket attached to the inside of his or her desk with his or her sticks in it.  The number of sticks each child retains will not be publicly displayed or announced. 

For daily behavior prevention, each child will receive four sticks in his or her pocket.  Sticks will be lost for behavior problems during the day, as per the guidelines discussed below.  If students keep all their sticks, or more sticks than they have kept the previous day, they will receive a sticker on their chart.  When the student fills the chart, the student will be able to have lunch with the teacher.  Even though lunch with the teacher is a “public” display, students will generally be at different parts of their chart due to absences, misbehavior, or other circumstances, so no student will be embarrassed by not having lunch with the teacher on a given day. 

For weekly prevention of misbehavior, the students will write goals.  They will be written and signed week.  Examples of weekly goals may include:

“I will listen and pay attention during class”

“I will keep my hands to myself”

“I will do _______ to help my classroom community this week”

“I will do ________ to improve myself this week”

“I will improve on ________ this week from last week”

Students will also write a brief statement of how they plan to accomplish their goals.  At the end of each week, we will revisit these goals.  The students will evaluate their accomplishment of their goals and we can discuss any problems before the student sets goals for the following week. 

In addition to individual monitoring and goal setting, we will set goals as a classroom community.  I plan to have my students engaged in community circle at least three times a week.  We will discuss positives in the classroom environment, as well as ongoing problems.  For ongoing problems, we will discuss possible solutions as a classroom, and set goals to eliminate these problems.  We will also set class goals for the week, or perhaps longer-term goals.  The students will decide what positive or negative consequence (within reason) they would like for accomplishing this classroom goal.  We will also evaluate any previous goals we have set and determine whether or not they have been met.  If they have not been met, we will discuss our progress and plan for ways to meet the goals.

Dealing with Misbehavior:

Even the most well planned teacher cannot prevent all misbehavior from happening in the classroom.  Students will experience conflict with one another at some point during the year.  They will also engage in off-task behavior that may or may not be disruptive in the classroom.  Each type of behavior requires a different approach for resolution. 

Conflict Between Students:

Students who are in conflict that is NOT violent in nature will work out the problem using steps for conflict resolution.  The students will be given the opportunity to do this in a secluded area of the room where they can speak with each other freely.  The students may choose to do this activity on their own, with peer mediation, or with teacher mediation.  They will use the following process for conflict resolution:

oIdentify the problem(s)

oSet a goal

State what each person want to accomplish

Decide how these can be accomplished together

Determine an end goal

Write it down

Evaluate the goal

Is it reachable?  Is it practical?

Are both parties happy?

Is it safe?

oForm a plan

How will the goal be achieved

How will you know it has been met?

How can you measure progress?

Are sub-goals needed?

Who is involved?

What needs to happen?

Where will it take place?

When will it take place and for how long?

When will we re-evaluate?


Carry out the plan


Evaluate the situation now:

Has the goal been met?

Did the solution work?  If not, go back and form a new plan.

If it worked, record how it worked

oDid it work how you anticipated?

oWhat if anything, would you change next time?

oAre you happy with the outcome?

oHow do you feel about the situation now?


Off-task behavior that is not disruptive

Students who are off-task but not bothering others are still keeping themselves from learning.  This behavior can be dealt with in a number of ways.  The method of dealing with misbehavior will be based on the students’ individual needs and personality.

Discussion between the student and the teacher can take place for a number of reasons.  If a student repeated commits the same off-task behavior, he or she will discuss it with the teacher.  The teacher will also use discussion with a student who has displayed uncharacteristic or unusual behavior.  The decision to use discussion as a corrective took will be used at the discretion of the teacher based on each student’s individual needs.

Students may also receive a warning.  This warning may be verbal or written.  However, this warning will be administered in the least public and least humiliating matter possible.  I will make every attempt to be discreet and not embarrass my students when administering any type of warning.

Students may also lose a stick for misbehavior.  Any loss of a stick will be accompanied by written documentation signed by the student and the teacher.  This also will be done in the least public and least humiliating manner possible.  Losing a stick will generally be accompanied by discussion with the teacher.

With all three methods of dealing with misbehavior, a corrective behavior plan will be written if needed and as needed, usually for repeated of very troublesome offenses, as well as for offenses that impact the student’s ability to learn.  Written corrective behavior plans will be a collaboration between the student and teacher.  They will contain answers to the following:

-What is the behavior problem?

-Why does the student feel it is occurring?

-What can be done to help the student stop/change the behavior?

-What WILL be done to help the student stop/change behavior (including use of outside resources if necessary)?

-When will the student and teacher meet again to re-evaluate?

When a written corrective behavior plan becomes necessary, parents will be notified.  The student will take a copy of the corrective plan home, discuss it with his or her parents, the parent will sign the plan, and the student will return the plan to the teacher.  The teacher may also directly contact the parent if the behavior is particularly troublesome or continues after it has been addressed. 

Off-task behavior that is mildly disruptive:

Off task behavior that is disrupting other students will be handled with the same methods as off-task behavior that is not disruptive.  However, the student and teacher will discuss the impact of the student’s behavior on the other students and the classroom community.  If the offense is repeated, the problem may be anonymously discussed during community circle so that the students’ can work together to help the student who is struggling.

Off-task behavior that is seriously disruptive

No warning will be issued for seriously disruptive behavior if it is clear that the student is aware of his or her behavior and it’s impact on the students in the classroom.  However, discussion and loss of a stick are still options for correction.  A corrective behavior plan will always be written in this case, and a follow-up discussion with the teacher will be required.

Behavior that is an immediate or serious threat:

Students who behave aggressively and threaten the safety of those around them will be removed from the situation.  They will be given time and coached on tactics to help them cool down.  The student and teacher will discuss the problem and why it occurred.  Corrective plans will be developed that will involve any necessary outside resources or administration.  Parent will be notified of this type of behavior, and the student will have a follow-up evaluation with the teacher, any outside parties involved, and/or parents. 

Section 3: Routines and Procedures:

Because I believe a well-planned and well-organized classroom helps students to learn more effectively, I feel that routines and procedures are necessary to helping a classroom run smoothly.  I also feel that routines help students to feel secure and know what to expect in their classroom.  These seven routines will be implemented to help my students and me stay organized.


-Each student will have a folder for homework.  This folder will be labeled as such, with the student’s name on the folder as well.  Each folder will have sheet inside with a list of dates.  

-Throughout the day, students will put their unfinished work into their homework folder.  It may be worked on when other work is done early.  The remaining work will be taken home for homework. 

-The homework folder is taken home nightly in the students’ backpack.  The work in the folder is to be completely each night.

-The sheet in the student’s homework folder is to be initialed by the student’s parent or guardian each night.

-The folder will be returned each morning to the homework basket on the teacher’s desk. 

This routine is important to classroom management because it helps to avoid downtime often involved in passing in homework.  It also works as a communication tool between the student, the teacher, and the students’ parents/guardians

2.Attendance/Lunch Count:

-There will be a chart on a wall, cabinet, or blackboard with each student’s name on it.  Each student will have a marker of some sort next to his or her name.  There will be two columns past the students name, one for “brought lunch” and one for “school lunch.”

-During morning routine, each student will move his or her marker to the correct column. 

-The teacher will use this board to check attendance and take lunch count

-The teacher will reset the board after lunch count and attendance has been taken.

This routine minimizes idle time that is often found when teachers are taking attendance and lunch count.  It allows the beginning of the day to begin smoothly and without interruption by small tasks that take away from learning time.

3.Selecting Groups – Self Selected Groups

During classroom activities, my students will often work in groups.  While groups will sometimes be teacher-selected, other activities will work best with self-selected groups.  This routine will make selecting these group as smooth and conflict-free as possible.

-The teacher will make signs for each possible group.  Each sign will have a group of clothespins or giant paper clips attached.

-The students will be presented with the possible groups and then dismissed to walk to the group they would like to be in.

-As the students congregate at each station, they will grab a clip or pin from the sign.  When the clips/pins are gone, the group is full and any other students must find a different group.

Because I believe students should have choice in the classroom, this routine allows students to choose their own groups while still maintaining organization of equal groups.  Students also feel a sense of community through this activity, because they are working on a topic that they chose with group members who are also interested in the same topic.  However, this routine puts a great deal of responsibility on the teacher to plan ahead and be ready for any group work that will be going on that day. 

4.Transition to Specials

-The student line leaders will be dismissed to the door

-The student line leaders will call the students to the door in small groups, either by tables or by other characteristics (Anyone wearing red, anyone born in June, etc.).

-The teacher will stand behind the class once they are lined up.

-When the student line leaders feel the group is behaving in a way that positively represents our classroom community, they may lead the class to special.

-The teacher may guide the students in this process if necessary or if behavior problems become uncontrollable by the student leaders, or dangerous to others (i.e. hitting, pushing, spitting)

This routine allows students to feel ownership of their classroom when moving between activities.  However, in order for this to be effective, the teacher must work to build a positive sense of community and a sense of pride in the community.  Standards for behavior before leaving the room will be discussed and agreed upon during community circle at the beginning of the year.

5.Turning in Student Work

-Each group/table of students will have a central basket on their table. 

-Turn-in work will be placed in the basket as it is finished.

-At the end of the day, the table/group leader for that week will place the pile of work on the basket on the teacher’s desk.

This routine helps keep walking around the room and getting out of one’s seat to a minimum, allowing the teacher and other adults to circulate freely to offer help and observe.  This also allows students to being working on extra work in their homework folder without distracting others.  It will also reduce “I’m done first!” trips to the turn-in basket so slower students do not feel embarrassed or intimidated by students who work more quickly.  This will allow them to feel comfortable with taking their time in order to do their best work.

6.Community Circle:

-Each week there will be a student community circle leader

-To be put on the agenda, the student or teacher must turn in a written request to the community circle box.  The student community circle leader and the teacher will meet briefly to decide on the agenda before each meeting and assign an approximate time limit to each item.  The student leader will then develop a representation of the agenda that helps him or her remember what must be addressed.  This could be a list, a picture representation, or a more traditionally formatted agenda. 

-When it is time for circle to start, the student leader will dismiss groups to sit on the community circle carpet. 

-The student leader will read the agenda. 

-The student leader will call on each person as their turn comes up on the agenda.  The student leader will also monitor the time limit.

-The person being recognized for each item will lead the discussion.  They will present the issue, lead the discussion, and close the discussion.

-Each person wishing to speak must be called on by the person leading the discussion.  This includes the teacher.

-The teacher may guide the discussion if it begins to get out of hand. 

This allows students to have a sense of power and ownership in the classroom.  It also allows the students to address issues they find important.  Community circle allows students to have experience leading a discussion and participating in a group discussion.  The teacher can use this time to set classroom goals, discuss issues in the classroom, or to discuss accomplishments.  However, the teacher participates as a member of the community, not a leader.  In order for this to work properly, the teacher must model leading a discussion and participating in a discussion at the beginning of the year.

7.Morning Routine:

-Student will take his or her backpack to his or her desk

-He or she will remove items needed for the day and set them on the desk

-Student will put coat and bag into closet.

-Student will turn in homework and any notes from home.

-Student will do his or her lunch count and put any sack lunches in the basket for lunches

-Student will sit down, read morning message, and start any morning work.

This routine helps take care of small tasks before the day begins.  It allows students to prepare themselves for the day and settle in to the classroom before learning begins.  The teacher must be organized before the students arrive in order for this routine to work.  Morning message and morning work must be ready.  The homework basket must be in place and empty.  The lunch count board must also be cleared for each day. 

Section 4: Classroom Map

My classroom layout provides an environment that will allow my students to build a classroom community and work cooperatively.  Space is provided for community circle, including an area for posting the classroom guidelines.  Students are seated at tables instead of desks to allow them to work together more easily.  There are spaces through the room for hands-on learning and creative projects.  I have also shown elements of the classroom that help implement classroom routines, such as the daily work baskets, the homework baskets, and the lunch count chart. 

INTASC Rationales for Classroom Management Plan