A Classroom Management Plan for School Teachers

free essayThe classroom environment plays a crucial role for optimizing the behavior and learning outcomes of all students. However, it cannot originate spontaneously and is always the result of teacher’s well-defined properly implemented strategies. If all of them are properly integrated, the well-managed classroom may be created.

Classroom Rules

It is reasonable to present specific classroom rules that will serve as guidance for children’s behavior. The first set of classroom rules is presented in Fig. 1 (“Rules and Behavior Expectation Freebies”).

These basic classroom rules appeal to the 5th grade children. As they contain pictures, they are understandable for everyone. The most important emotional message is that children should behave in a way that is beneficial for others including their friends, teachers, and third parties. If children accept these basic principles, they will be able to make correct actions in the future. The second set of classroom rules is presented in Fig. 2 (Altha Public School).

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The second set of rules describes the expected children’s behavior in a more precise form. Moreover, there are no pictures, and the major focus is on their rational comprehension of the basic rules. The children should listen to others and be attentive in obtaining the relevant information. In addition, they should follow the direction and not create problems for others. The proper respect to property should be present as well as all their actions should be performed in a safe manner.

These classroom rules are selected for several reasons. Firstly, they appeal both to emotional and rational aspects of children’s personalities. In this way, the ultimate results may be maximal. Secondly, they are formulated precisely, and the misinterpretation is impossible. Thirdly, they stress the major idea of creating the environment that is beneficial for all individuals involved. It is crucial for the 5th grade children to comprehend that they should act in a way that will contribute to reaching the social harmony. Children should try to avoid and prevent the occurrence of serious conflicts with others.

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As the above rules are formulated clearly, it may be expected that students will react positively to them. All children prefer enjoying safe and interesting environment. Thus, they may be eager to follow the directions. Thompson stresses that specifying the actions students should do allows them to avoid the most common mistakes (p. 203). It seems to be correct, and it is reasonable to model the expected modes of behavior that may be perceived by children without any further analysis or adjustments. The 5th grade students may reject some proposals just because they are formulated in a very complicated way.

At the same time, the formulated rules also have a hidden goal of encouraging students’ critical thinking and analysis. In the beginning, they will aim at following rules without comprehending all their implications. However, gradually, numerous questions may arise as it is common for children of this age. Thompson suggests that it is reasonable to leave time for children’s clarifications (p. 203). It will encourage the productive communication between the teacher and students. If students realize that these rules help them to achieve their objectives more effectively, they will be more open to transforming their actions and behavior accordingly.

Seating Plan

The teacher should design a precise seating plan that will be optimal for students’ development especially in the long run. The first potential alternative is presented in Fig. 3 (“Editable Table Seating Plan PowerPoint”).

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This seating plan includes the physical distribution of desks in the classroom as well as the names of all students. It reflects a traditional approach to seating, and it is comparatively efficient in the majority of cases. Moreover, the 5th grade students may find their seating places, and it will help to minimize potential confusion. However, the teacher should also have other alternatives. One of them is presented in Fig. 4 (“Rookie Teaching Technique: Choosing a Seating Arrangement”).

This seating plan is typically more effective as it increases students’ concentration on the teacher and the delivered information. However, it cannot be used for a prolonged period of time as it decreases students’ productivity. Moreover, the 5th grade students cannot often concentrate their attention as it is required in this seating plan.

In general, the teacher should use various alternatives according to the existing objectives and the observed results. It is impossible to state that certain alternative is universally better than others. The reason is that different conditions may require different solutions. In the beginning, it seems that a more precise and clear seating plan is preferable both for students and the teacher. It will not create confusion and encourage discipline among children. The subsequent strategy depends on children’s behavior and learning. If they demonstrate a high level of motivation and adherence to all rules, then this plan may be preserved. If the results are unsatisfactory, the teacher should search for other options available.

How It Works

The second alternative is optimal to increase students’ motivation if they demonstrate negative dynamics of their results. The teacher may also use other supporting motivators such as the use of colored paper, pencils, or pens. According to Thompson, such methods can make seatwork more appealing for students (p. 327). As a result, their performance can become more productive. The 5th grade students do not demonstrate high consistency in their behavior; therefore, the teacher should always evaluate their feedbacks and reactions. In general, the seating plan should be incorporated into the general teacher’s plan.

It may be expected that students will respond positively to the new seating system in the majority of cases. As the 5th grade children like experiments, they may demonstrate the growing interest to all non-standard children’s solutions. The second alternative is also a reasonable option in those cases when the teacher wants to encourage students to be more active. It is possible to offer students optional work while relying on this seating scheme. Thompson believes that optional work helps in determining their preferences and making them more responsible (p. 327). The teacher should harmonize the interests of all students and create mutually beneficial environment for all of them.

Behavior System

The teacher should not only create conditions for students’ development and creativity but also outline the major aspects of the optimal behavioral system. Moreover, it should not be imposed on students; on the contrary, children should accept it voluntarily. One of the most innovative ways of presenting the desired behavior standards for students is the behavior wheel. It demonstrates various potential modes of behavior as well as their positive or negative assessment. The behavior wheel is presented in Fig. 5 (Pinterest).

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The behavior wheel contains several important messages for children. First of all, it stresses that a student is responsible for his/her actions. It is a new perspective for the majority of children, and they should make the correct conclusions for them. In addition, the behavior wheel stresses that positive behavior will lead to the proportional reward while negative one will result in corresponding consequences. However, the students are responsible for their ultimate choices and behavior. Moreover, it is possible to reinforce the expected values through specifying the good values. They are presented in Fig. 6 (Pinterest).

The foundation of the described values is mutual respect. All students should realize that their desire of self-respect should include the corresponding attitude towards others. They should also value the external environment and determine the major priorities. It is possible to realize one’s potential only if one makes some positive contributions to the entire society. Although it may be difficult for the 5th grade students to realize their potential contribution to the society, they should at least be familiar with such issues.

It seems that the proposed combination of the behavior wheel and good values presentations may be effective and influence students’ behavior. Children should be aware of various options they have. It includes both positive and negative alternatives. At the same time, the existing reward system should make it clear that socially accepted behavior will lead to much better outcomes for each student than the desire to act at the expense of other people. The teacher should stress that the behavior wheel does not mean that the ultimate choice should be random. On the contrary, the student should evaluate all available alternatives and make the ultimate decision that will correspond to his/her interests as well as those of others.

Thompson claims that visual displays about the desired behavior will make teacher’s expectations clear for students (p. 203). It will serve as a basis for the further development of their self-responsibility. The visual information is appealing and influential especially for the 5th grade children. They cannot remain neutral to visuals, and there is a high likelihood that they will adopt the expected mode of behavior. In any case, the teacher should consider their responses attentively. As all people are different, it is possible that different students will respond to stimuli differently. The students’ choices should be accepted and examined closely. The teacher should use persuasion and appeal to students’ interests, reasoning, and emotions.

Thompson believes that the teacher should focus on students’ growth rather than formal grades (p. 336). It seems to be very important because grades only reflect the ultimate results and do not demonstrate the amount of personal efforts made by a given student. Moreover, different students have different abilities and skills. Thus, they should mostly orient to their personal progress and do not evaluate their development exclusively from the perspective of comparison with others. Moreover, the teacher should incorporate both objective and subjective elements into his/her analysis. On the one hand, the grades should correspond to the level of students’ knowledge. On the other hand, the teacher should encourage personal development especially among hard-working students even if their abilities are moderate.

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The teacher should combine various methods and techniques for influencing the behavior of his/her students. All children are unique personalities, and they have the right to make free choices that reflect their preferences and needs. Thus, the teacher should not aim at obtaining the identical responses from all students but rather organize their behavior in a way contributing to the complex development of all individuals involved. In other words, they should adhere to the basic norms of behavior and not create problems for others.


It may be concluded that the classroom management plan allows outlining the key elements of organizing students’ behavior. First of all, the teacher should specify clear classroom rules understandable for all students. Then, it is reasonable to develop several alternatives of seating schemes. They may be used in different situations for maintaining students’ motivation at the acceptable level. Finally, the teacher should make a substantial contribution to the development of proper behavior system among his/her students. The behavior wheel and the explicit demonstration of good values are suitable tools for achieving this objective.