Classroom Management Plan Preparation

This Process Street Classroom Management Plan Preparation template is designed to help teachers prepare for taking a proactive approach to developing their management style in a way which best benefits them and the learning experience of their students.

This classroom management plan is based upon the structures proposed by Colin Haysman of Stanford University in his document The Classroom Management Plan along with other supporting literature. 

The checklist is flexible to allow for your needs and requirements to guide the process. 

As with all Process Street checklists, this template is fully editable and you can add or remove steps in the process as you wish.

The template in Process Street acts as structure from which you can run checklists; instances of each template. This means that changes to the standardized template will result in changes for future runs of the checklist.  

All data entered into each checklist is stored in a table format in the Template Overview tab. This shows each checklist which has been run along with the metadata for each checklist plus all information which has been entered into the form fields.

You can assign whole checklists to one person or assign different aspects of each checklist to different people. You can do the latter with our Task Assignment feature. This helps you manage workflows and involve multiple people in complex processes or use cases where approval may be required. 

To assist further in facilitating approvals, we also have Stop Tasks which stop the process user from continuing until a particular task has been completed. This helps in promoting process adherence and improving accountability. 

You can also make use of Process Street's inbuilt automation features like conditional logic, variables, and checklist run links. Or connect Process Street with the third party automation tool Zapier. 

This Teacher Job Description Checklist will walk through the steps of the process from determining the scope of the role to be filled to beginning an interview process. 

The process contains certain suggestions and tips as you navigate through along with sample form fields where you can enter data. 

A philosophical statement is an introspective outline of both your teaching style and the teaching style you wish to cultivate. 

It should present itself as an aspirational section on the teacher you want to be. However, it should also be honest about where you are in your development, appreciating the work you still need to do in professional development to deliver on the ideal objectives you aim for. 

This can also include some broad statements about what you believe constitutes good teaching and effective education. 

Use the form field below to record your philosophical statement.

Below is a segment from Colin Haysman's sample classroom management plan's section for a philosophical statement:

I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking will be common place in my classroom, along with group work. I want to encourage all students to participate in class so that they can learn from each other as well as me. I want to have a democratic and equitable classroom so that students can learn. I want to be a fair as I can be, so the students trust me.

The way you organize your room impacts on the kind of learning which will take place. 

You may have a standard way in which the room is organized and then choose to use variants of that depending on particular tasks. 

It is useful to describe the different layouts you will use along with your reasoning for these decisions. Adding drawings as visual aids can help communicate these approaches better. 

In the form fields below, outline your thinking behind different room arrangements and upload or link to any accompanying materials.

In this section, simply use the form field, upload field, or website field to provide a list of your classroom rules.

Use this task to explain why you have chosen the rules specified in task 4. 

Provide justifications for the rules you have chosen and explain why certain other rules have been omitted. 

Below is another section from the sample classroom management plan where Haysman discusses a technique he may want to use to formulate rules, and why he believes this is a positive. You can use this example as inspiration when considering why you chose the rules you did. 

I may try to create a class constitution if behaviors in the class are inconsistently out of control. I really like the idea of having the students involved in making their own rules and negotiating with each other which ones to put in the constitution. If the students are involved in making the rules, I believe they will be more inclined to obey them and the consequences that will be implemented will not be fought against. I would have the students write the final constitution on a poster board and hang it in the room. I would also send the constitution home to have the parents sign it and return it to me so that I can include them in what we are trying to accomplish in the classroom.

Documenting your rules and understanding why you have chosen them constitutes only part of the rulemaking process.

Students should have a clear understanding of what rules they must abide by in the classroom, and this communication should extend to parents also. 

Use the form field below to document your strategy for communicating your rules and a concise justification of them for the understanding of students and parents.

A short example of communication strategies can be found below:

In addition to making a class constitution, I would like to send out a monthly newsletter or post one on the web so parents can see what is going on in the classroom. I believe if parents are involved in their child’s school, the child will have more support at home and the parent can help with any issues that arise. I believe in involving the parents as much as possible.

Consistency in teaching can be a useful tool for allowing yourself a structure to work in, and creating a familiar set of structures to guide student learning also. 

Formulate a plan for how lessons are to be structured and document it in the form field below.

An example discussion of structuring can be found here:

I want to be consistent with my students in terms of Classroom Procedures. I always want to have the agenda on the board so they can copy it down in their notebook everyday as they walk in. On some days I hope to have a free-writing assignment so I can take role and they can be engaged and working on their writing. I will use interactive notebooks so students can do all homework assignments in the notebook as well as take class notes in the notebook and staple in any handouts. The purpose of this notebook is to keep all class materials in one place so when they go to study for a test, they are not looking all over for loose papers. In these notebooks, students can show their creativity in designing a cover page for each unit as well as doing free-writes or reflections to the lessons and central questions right in the notebook. I will go around the room and stamp the homework each day it is due and will collect the notebooks every two or three weeks to grade. Even if the student did not get the homework done, they may lose a point because they did not have a stamp, but still has time to get the assignment done by collection time. By stamping the homework and not grading it, it adds consistency to the classroom but does not lead to negative feelings every day of having the homework graded.

It is important to note that throughout Haysman's sample classroom management plan he allows himself to admit where he is not certain of the best route of action. 

That is why we formulate classroom management plans on a regular basis. Questions you raise with yourself in this introspective process can help you better evaluate your own methods to try to find conclusions in future classroom management plans. 

If you are undecided on elements of structuring, be honest about that uncertainty and discuss the relative merits of competing or conflicting approaches. This honesty demonstrates your intention of finding the right approach for the class, and your own commitment to professional development. 

There are multiple different ways you could approach grading and assessment. 

Sometimes these approaches will be defined within school procedures to create a standardized way of evaluating student performance and progress across the school. 

In other educational environments, you may have more freedom to approach these issues the way you please. 

Outline the grading and assessment procedures you intend to use within your classroom.

Grading and assessment are not the same and it is useful to take this into consideration. 

The Eberly Center at Carnegie Mellon University highlights the difference as:

Generally, the goal of grading is to evaluate individual students’ learning and performance. Although grades are sometimes treated as a proxy for student learning, they are not always a reliable measure. Moreover, they may incorporate criteria – such as attendance, participation, and effort – that are not direct measures of learning.

The goal of assessment is to improve student learning. Although grading can play a role in assessment, assessment also involves many ungraded measures of student learning (such as concept maps and CATS). Moreover, assessment goes beyond grading by systematically examining patterns of student learning across courses and programs and using this information to improve educational practices.

When students are doing well, it is only right to reward them for the hard work or good behavior. 

But how do we go about this in a positive way?

Use the form field below to describe your approach to rewarding positive behavior.

Here are four articles which discuss techniques you can use to reward positive classroom behavior:

• Using reward systems to motivate students
• Ways to Encourage Good Behavior, Without the Prizes or Treats
• 5 Ideas for Classroom Behavior Rewards
• Reward Systems That Work: What to Give and When to Give It!

As well as positive behavior, we also have to be prepared to deal with negative behavior and ill-discipline. 

Use the form field to document how you will deal with negative behavior.

Here are four articles which discuss different approaches to dealing with negative behavior:

• Stop bad behavior by refusing to reward it
• Ignore Bad Behavior, Reward Good!
• Teach and Reinforce New Skills to Increase Appropriate Behavior and Preserve a Positive Classroom Climate
• Behavior Modification in the Classroom

In this final section, outline how you plan to improve as a teacher through further self-analysis and assessment of your techniques within the classroom.

Try reading these three articles to help you think critically about your own development:

• Making the grade: can you learn to be a better teacher
• Three Ways We Can All Become Better Teachers
• Be An Original: Be Yourself And Become A Better Teacher

• The Classroom Management Plan
• Building An Effective Classroom Management Plan
• How to Implement a Classroom Management Plan
• CLASSROOM AND BEHAVIOUR MANAGEMENT
• Classroom Management Plans

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