Caitlyn Robey

EDE 4301
Classroom Management Plan

Preparation before first day

Have classroom laid out and set according to room arrangement including desks,
centers, cabinets, bulletin boards, etc.
Have nametags on desks and labels set all around the room.
Stock up on classroom materials and have them organized including paper, pencils,
pens, markers, post-its, notebooks, etc.
Organize my desk
Prepare lessons and activities for the first week
Design and put up bulletin boards, word walls, etc
Send letter home to parents and students welcoming them to my class
Have information set up for how students will go home: bus, walker, car, daycare
Review students academic files and records and see where they are in reading,
writing, math
Have seating chart in place, where students will be organized based on level,
learning disabilities, etc.
Academic teaching resources will be organized at my desk by subject
Classroom library will be organized by genre.
Have classroom rules and procedures displayed in the classroom to go over on the
first day
Have a system established and set up in the classroom where students can turn in
work and get back graded work
Room Arrangement Narrative
An effective classroom is one with clear procedures and organization; everything
should have its place and a use in the classroom. Ive arranged my classroom in a way that
is organized and effective, providing a safe and comfortable environment that benefits my
students and myself. Ive laid out my classroom so that there are spaces for students and
student work as well as space for me to store and organize resources and materials. At the
front of the room there will be a whiteboard and a SMART board as well to make learning
more fun and interactive. There will also be a bulletin board where I will have a class
calendar and the classrooms rules and expectations posted throughout the year. This way
it will be clear what I expect from my students and if I ever need to reinforce them
throughout the year they are in a clear location.
In the front corner of the room I chose to put my desk and then storage behind it. I
wanted to place my desk in the front of the room so that way even when Im not in the front
of the room teaching I can still see what my students are doing very easily. I put storage
behind my desk so that I can easily access resources such as lesson plans, my grade book,
worksheets, readings, various texts, etc. Also, having all of my important, everyday
resources in one place will help keep me more organized and thus more effective. Next to
my desk I chose to pace a kidney table, which will be used for guided reading and small
group instruction. I chose to place it on the side of the room so I can work with students a
little bit away from the hustle and bustle of the classroom, and its close to my desk so I can
easily access any books or resources I may need.
I chose to put my classroom library in the back corner of my classroom, organized
with bookshelves where I will keep my reading books organized by genre, such as fiction,
nonfiction, chapter books, etc. Included in this area is the reading corner complete with
various large pillows and beanbags. This will be a place where students can get away and
read a book for fun during the day when they finish work early or are in their independent
reading time. The back of the room will be primarily used for storage, with a lot of cabinets
for storing decorations, school supplies, old resources, activities, etc. There are more
bulletin boards in the back of the room as well, I conveniently put them there so that they
are easily accessible and can be changed and updated regularly. I envision using this space
for a word wall and/or a space for sight words.
On the other side of the room I chose to put the computer station where students
can go to work on various activities such as Istation or FCAT explorer. Next to the
computers, and underneath the TV, are more bookshelves, which can be, used as more
storage for different games and activities for a center or independent practice.
I chose to set up the students desks in groups of 3 so that it can benefit multiple
ages and grade levels. Having students in groups of three allows me to space out the desks
around the center of the classroom, so that I can easily move around and check student
understanding and progress. This setup allows students to work individually or in small
groups effectively without getting too loud or off task. Also because all of the students will
be facing each other they can discuss and collaborate easily when necessary. All students
will be facing the front of the room where the whiteboard is, because the majority of whole
class instruction will occur at the whiteboard or at the SMART board. In the front of the
room is a carpet area where students can gather for additional whole group instruction,
morning meetings, and class discussion.
First Day Narrative
As students walk in on the first day of school I will greet each of them at the door
with a smile and a good morning. I will greet all of them by name to show my students that
I have already begun to know and recognize them on an individual basis. As they file in
they will be instructed to find their assigned seat, based on the name labels on each of their
desks, and to place their backpacks on the back of their chairs. This procedure shows my
students that I expect them to enter the classroom in an orderly fashion each day and to
quickly find their seats so that we can begin the day on time. After the morning show I will
gather everyone together on the carpet for the morning meeting. During this time I will
welcome them to my class and explain to them that each morning to begin our day we will
gather together to have a morning meeting and discuss what we will be learning that day.
After the morning meeting I will explain to the students the procedures when
transitioning to different activities and/or lessons. After going over the procedures we will
practice moving from the carpet to desks quietly. When we have finished practicing these
procedures I will walk around the room and explain the different areas of the room and
what occurs in each area.
After explaining the different areas of the classroom I will then have students take
out their school supplies from their backpacks (pencil box, folders, notebooks). When
everyones materials are out I will hand each student a sharpie and together we will label
our notebooks and folders by subject. After weve labeled our materials I will explain the
use of these different materials and when to use them. Next we will discuss the homework
folder, when students will receive homework, my expectations of when it should be
completed, and how it is turned into me every morning and returned each afternoon.
Next I will go over with the students our class schedule and explain the routine. I
will then explain to the class my procedures for lining up to leave the classroom and how
we act when walking in the hallway. I will then explain that we are going to practice our
lining up procedures so that we can go to the restroom for a bathroom and water break.
Students will practice the procedures over and over until they can line up correctly. When
we return from the bathroom I will explain bathroom procedures and what students need
to do if its an emergency and they need to use the bathroom during class time.
Again, we will practice our lining up procedure so that we can go to our specials.
When students return from specials they will find a piece of poster paper on each of their
desks. Using the markers, crayons, and other art supplies in bucket on their desks students
will draw a self-portrait of themselves as well as things that they like. Students will have
about 30-45 minutes to work on this project. After everyone has finished we will do
inside/outside circle to share posters with their classmates. I will then have everyone put
his or her poster on my desk so that I can hang them around the room.
Next students will get their lunches and I will hand them a note card with their
individual lunch numbers on them. Again, we will practice our lining up procedure entering
and leaving lunch. When we return from lunch we will all sit on the carpet and create our
classroom expectations to display in the classroom. After weve created our agreement I
will have each student come up and sign the document. I will then hang up the agreement
by the door so students can see their expectations each day when they walk in. After weve
come up with our agreement we will play a variety of get to know you games for the rest of
the day. At the end of the day everyone will gather their belongings, pack up, and sit
quietly at their desks. Students will line up based on if they are a bus rider, car rider, day
care, or walker. I will have a list of everyones bus number and will verify each student
knows where to go to get home. I will then walk my students out to leave for the day.
Ms. Robeys Class Schedule
7:30-8:00: Students arrive at school, remove their materials from their backpacks, and get
ready at their desks to start the day. They turn in their homework folders and pick up any
graded work from the back of the room. Then they are expected to quietly begin whatever
morning work is written on the board.
8:00-8:15: Morning message, discuss as a class on the carpet what we will be working on
and learning for that day.
8:15-9:15: Math-Math instruction will occur in whole group and small group settings.
Small groups when multi sensory activities and/or games are put in place. These will vary
depending on the content and curriculum.
9:15-9:30: Bathroom/water break-as a class we will line up and go to the bathroom and
get water.
9:30-10:00: Specials-P.E., Art, Music, and Library
10:00-12:00: Reading-Reading time will consist of four different center rotations; students
will spend thirty minutes at each station. Centers will include guided reading,
vocabulary/word work, fluency, and independent reading. Guided reading will occur at the
kidney table, during independent reading students will be allowed to read a book from the
school or classroom library anywhere in the classroom, vocabulary/work work will occur
at the back of the room by the word walls or at the students desks, and fluency will occur
on the carpet. Center activities will rotate each week.
12:00-12:30: Lunch
12:30-1:00: Writing-Students will practice writing different types of essays and ways to
plan effectively in their writing journals during this time. Writing instruction will occur at
the students desks.
1:00-1:30: Science-Students will be required to have a science notebook to write down
notes and observations that they develop as they learn. Students will work in their table
groups for science activities.
1:30-2:00: Social Studies-Students will work on projects and activities during this time.
Social studies will also be connected to other content areas such as reading, as we read
different articles and current events.
2:00-2:15: Clean up, pass out homework, gather together on the carpet and review what
weve learned
Classroom Routines and Procedures
Arrival- Students will be expected to enter the classroom quietly and go directly to their
seat where they will get out all necessary materials for the day such as, homework folder,
pencils, erasers, agenda, etc. Students will place their backpacks on the back of their chair.
Then they will go place their homework folder in the basket on my desk and check to see if
they have any graded work in the back of the room. They will then read the instructions on
the board informing them of what their morning work is and work quietly.
Pencil Sharpening-Students will need to sharpen their pencils when they get to school
before the morning message. Students will be responsible for sharpening multiple pencils
to last them throughout the day. If they run out of sharpened pencils they will take out from
a bucket of sharpened pencils I have provided next to the pencils sharpener. My pencils will
have a flower or something on them to keep students from keeping my pencils.
Bathroom-Students will be given two class bathroom breaks throughout the day, one
before specials, and the other on the way back from lunch. Students will also be expected to
use the bathroom on their way to the classroom in the mornings. Students should not be
leaving the classroom outside of these times to use the restroom unless it is an emergency
and have permission from the teacher. Whenever students leave the classroom during
instruction to go to the restroom they must take a bathroom pass and sign themselves out
and back in.
Going and coming back from lunch-When it is time to leave for lunch students will be
expected to line up quietly for lunch as I call them. I will different order each day, but
students who have their area neat and are quiet and ready will be called first. Students will
walk, not run, quietly in a straight line to lunch. There will be no talking in line as to not
disturb other classes going on. If anyone is getting out of line or talking they will be asked
to move to the back of the line. When it is time to leave lunchroom staff will tell the
students to put their trash away and line up against the wall by the exit. I will wait with
them there until they are quiet, in a straight line, and ready to walk back to the classroom.
Homework-Students will be given homework folders at the beginning of the year. One side
will be labeled Homework to do and Finished Homework. On Monday mornings
students will put their homework folders in a basket on the corner of my desk. I will put
homework assignments for the week in the Homework to do side of the folder. During
our clean up time I will pass out the folders. Each morning students will put their folders on
my desk and I will collect the homework from the Finished Homework side of the folder. I
will return the folders at the end of the day, this process continues throughout the week.
Students will be expected to have at least one piece of homework to turn in each day, by
Friday all of the homework should be completed.
Class jobs- On the bulletin boards at the front of the room there will be all of the class jobs
posted. Students will have their job for one week and they will rotate every Monday. When
students come in on Monday morning they are responsible for checking the jobs and noting
what their job is for the week. If I have to remind a student more than twice what their job
is, then they will be removed from that job for that week.
At the end of the day: Before they leave school each day students will be expected to have
their desk area cleaned and organized and their desk chair pushed in. I will pass out
homework folders each afternoon and they will put them in their backpacks along with all
necessary materials that need to go home. Once students are packed they will meet on the
carpet and we will discuss things that they learned that day before they head home.
Turning in/collecting work: Not everything my students complete will be turned into me,
however if I tell students that something is being collected they will turn it in at the back of
the room. There will be two stacks of trays, one for completed work and one for graded
work. For each stack there will be a stack for each student with their name on it so they
know exactly where to put their work and where to pick it up. If I am not collecting work,
that does not mean it gets thrown away, students will put this work in their corresponding
folder depending on the subject.
How students react when I signal to them-When I signal to the students whether its by
holding up a hand and counting down from five to get them quiet or saying One, two, three
eyes on me I expect them to immediately stop what theyre doing and put their eyes on
me.
Transitions-When it is time to transition to a new activity or switching centers I will ring a
bell. Whenever students hear the bell they need to quietly put away whatever they were
working on or turn in work and sit quietly for their new instructions. If it is a center activity
and I have already told them all of the instructions then they should quietly move to the
next activity and begin.

Discipline Approach

I believe in a firm, but fair approach to discipline. In my classroom I will establish
the behavior that I expect from all of my students from day one, and I expect my students to
follow those expectations. Classroom rules and consequences will be discussed and
displayed clearly in the room so that students can be reminded and are aware of what is
considered proper behavior in the classroom. By establishing these criteria early on I feel
that it will be much easier to be firm, but fair with my students. While students may not
always like the consequences they cannot say But thats not fair when they are given a
specific consequence. Also, this approach establishes a degree of transparency between me
and my students and the rules and consequences are very clear to them always.
Establishing this form of discipline helps me stay consistent with my students as well; I do
not want to treat one student more favorably unconsciously.
I believe in using discipline as a means to ensure that the classroom is always going
to be a safe and productive learning environment. For children at any age its essential to
have discipline and set expectations so that they understand their limits in the classroom. I
believe in not giving respect, but earning it; I need to earn my students respect as much as I
need to earn theirs in order to create positive learning environment that everyone can
benefit from.





Consequences
1. Verbal Warning. This is the first step I will take when addressing inappropriate
behavior. I will personally address the student one on one and let them know that
their behavior is inappropriate, for whatever reason, and remind the student of our
classroom rules. Warn the student that if this behavior continues further
consequences will be taken.
2. Move away from peers. If the inappropriate behavior continues I will then move the
student away from their peers for the rest of the day, or longer if necessary in that
particular situation. They will not have the opportunity to work with their peers on
group work, partner work, or centers. This will give the student think time and
hopefully lead to fewer distractions.
3. Move to another teachers room. For the situations when inappropriate behavior
escalates even further the student will be sent to a neighboring teachers classroom
for a period of the day or however long I feel necessary, depending on the situation.
The student will be given work to do while in the other class.
4. Student calls home. When inappropriate behavior continues to occur I will call
home and have the student explain to their parents that they are misbehaving in
class and why. After the student has explained their misbehavior I will talk to the
parent(s) and determine a plan of action to be taken with the student from there. If
the parents are not willing to get involved I will take the behavior issue to an
administrator. For LEP students a translator will be used to help with the ease of
communication.
5. Go to the office. If student misbehavior still has not improved at this point, or
student is performing severe misbehavior the child will be sent to the office. From
there a principal and/or guidance professional will work with the student and get to
the bottom of the behavior issue. Again for LEP students a translator will be used to
ensure that parents, student, teacher, and administrator can come up with a plan of
action together effectively.
Classroom Rules
1. Always do your best work. Its important to always emphasize that students work
hard and do their best, because a students best is going to vary depending on the
student. For me as a teacher it much more important that my students are always
working hard and doing their best than getting a 100%.
2. Treat others and property with respect. In my classroom I want to build a strong
sense of respect between my students and myself. In order for my students to
develop a relationship with me they need to respect me and vice versa. Not only do
they need to treat other people with respect, but the various property in the
classroom, whether it be mine, their peers, or the schools property.
3. Follow directions the first time. I will be instructing my students in a variety of
ways and providing them with a lot of directions in the process. For the productivity
of the classroom and the students safety it is imperative that students follow the
directions I give them and do them the first time I ask. Having to ask students to do
a task several times is a sign of disrespect to me and distracts from learning taking
place.
4. Make good choices. My students are going to be faced with many decisions in the
classroom and I wont always be available to help guide them. Therefore its
important for my students to understand my rules and expectations so that they can
make good and responsible choices on their own.
5. Be kind toward others with your words and actions. This rule kind of goes along
with the idea that students should treat others with respect, however I think its
important to emphasize specifically in my rules. Students should always be aware of
how they speak and treat others in the classroom. They should keep from saying or
doing something that could harm or injure someone, or hurt their feelings.
Motivation Strategies
Extrinsic:
1. Youve got mail! Each student will have a mailbox with his or her name and
picture on it. They will be displayed in the room on a bulletin board or on the
wall. Throughout the day whenever theres a break, such as during snack time or
after a bathroom break, students can write compliments and/or positive notes
and leave them in each others mailboxes. It is also an opportunity for me to slip
in some positive reinforcement if I notice a student having extra good behavior.
2. Brownie points. I will have a cookie sheet on the whiteboard where I can display
brownie points. Anytime I notice the class as a whole behaving really well I will
award them with a brownie point. When they fill the whole tray the class will get
a reward such as, recess time on Friday or a pizza party. However, the reward is
a surprise to the class until they fill up their brownie tray!
3. Caught ya being good jar. I will have a Caught ya being good jar on the
corner of my desk. Throughout the day I will put names of students in the jar
when I notice them behaving well or going above and beyond on their work.
Every Friday I will read out the students names that were in the jar. If students
have their name in the jar 5 or more times they get a special reward.
4. Classroom jobs. There will be various jobs given to students to help me in the
classroom. Students will have a specific task or responsibility for a week. Jobs
are a privilege and will be rewarded to those students who follow the classroom
rules and behave appropriately.
5. An A Reading Chart. There will be a reading chart displayed in the room and
each time a student scores a 90% or higher on an AR Reading test they will get to
add an A sticker to the chart. Whenever the class reaches 100 As they will get
a special reward.
Intrinsic:
1. Specific praise. Whenever I see a student exhibiting excellent classroom behavior I
will reward them with positive specific praise. By acknowledging students positive
behavior they are more likely to perform that positive behavior again because they
associate it with that positive feeling of recognition.
2. Allow students to make their own choices. When doing a project or assignment
allow the students to do it on a subject of their choosing. If there is a group
assignment sporadically allow students to choose who they work with. During
independent reading time let students choose whatever book they want to read. By
letting students have a say in how or what they learn they will enjoy it so much
more.
3. Help develop students self-efficacy. Help students build up their feeling of
capability and confidence by providing them first with tasks that they can
accomplish on their own. When developing more complex ideas or tasks break them
down in manageable amounts. Allow students to feel capable at one task and/or
skill before you add another. Once students feel confident at a specific task they will
want to move on and build on their new abilities.
4. Relate content to things students are interested in. Students are intrinsically more
motivated to learn the content and material that is being taught to them if theyre
actually interested in it. So instead of sticking to the story that the book suggests
find a book that is on a topic the students are really interested in. Connect a social
studies lesson to something in their community. By getting the students involved
and interested in what theyre learning they are more likely to enjoy it and want to
learn it on their own.
5. Create a motivating environment. Display inspirational messages on the walls.
Create a visually stimulating bulletin board. Use bright colors and fun decorations.
All of these things will help to create an environment that the students want to be in,
and if the students are excited to come into their classroom each day they will love
to come in and learn new things.
Home/School Connections
Communication strategies for academic and behavioral success and concerns
1. Planner/Agenda: Each morning when they come into the classroom students will lay
their planners out on their desks. This will allow me to check and see if any parents
wrote a note to me with questions or concerns. If I ever need to write a note in a
students planner, whether its something positive or negative that they did, I will
have the student place their planner on my desk and write it in at the end of the day
before the students go home. This system allows me to communicate with parents
on a regular basis and lets me know that parents feel up to date on what is going on
with their child in the classroom.
2. Email: At the beginning of the school year I will give each parent my school number
and email address so that if they ever have any immediate questions or concerns
they can contact me directly. I will check my email every day so that I can give
parents a response or feedback within 24 hours. I want to demonstrate to parents
and insure them that I am always there to answer their questions or concerns
regarding their child. By using email I can easily keep track of communication
between the parent and myself and reference that if necessary during parent-
teacher conferences.
3. Phone call: Sending a phone call home is a great tool to use to communicate
academic and behavioral successes and concerns with students. This method of
communication would be a great way to get more personal with parents and its also
one of the more direct forms of contact between a teacher and a parent. I plan on
using this form of communication mostly for extreme circumstances. If Ive noticed a
student demonstrating excellent behavior or if they have improved drastically in an
academic area that is when I will send a phone call home. A phone call will also be
used though if I notice the opposite, such as continuous bad behavior or if a
students grades are slipping suddenly.
Classroom Information
1. Classroom website: Being that technology is such a big part of todays society having
a website that students and their parents can use to reference general classroom
information is very important. I will update the website bi-weekly to ensure that all
information is relevant and up to date. Parents will be able to locate the website
through the schools main website so it is easy to find. On the website I will have the
unit(s)/objectives that we are working on for each subject for each week so parents
can casually update themselves about what were working on in the classroom at
their convenience. Any online tools or resources that we use in the classroom I will
post on their as well so students can easily practice their skills at home. I will also
post important dates and reminders when necessary to remind parents, for example
when FCAT or test dates are or when field trip money is due.
2. Letters home: I will send a letter home to parents every month to inform parents of
what information we are going to be covering, any upcoming events over the month,
if I need parent help with field trips or school supplies, etc. I feel parents may be
inclined to be more involved in the classroom if they are updated on what is going
on and what the needs of the classroom are. Also, sending a letter home is a more
personal way to keep parents involved with the current happenings of the
classroom.
3. Open House and Parent Night: Throughout the school year I will have various parent
nights and/or open houses so that parents can come to meet me and discuss the
needs and/or concerns about their child in my classroom. This also provides
parents with the opportunity to see the classroom environment, read their students
work, look over our classroom rules and procedures, etc. By providing these types of
events to parents they will be able to see where their student learns and understand
the procedures we follow on a regular basis.
Academic Expectations
1. Students come to school on time and ready to learn.
Students should be coming to school each day with the
appropriate materials and a positive attitude. Students should
be displaying behavior appropriate for a positive learning
environment and be participating in all school assignments and
activities.
2. Students set goals to improve their
levels.
Students should be aware of their level in all
subjects in the classroom. Throughout the
year students should be aiming to improve those levels. I will work with the student
throughout the year to develop more specific goals such as, by the end of this week you
should be able to read 100 words per minute, so that they can see constant progress
that comes with their hard work. Goals will be designed specifically for each student
because each student has specific needs and strengths.
3. Students turn in their best work.
My goal as a teacher is to help my students reach their
personal best, therefore I expect students to always do their
best when completing assignments or activities. I
understand that not every student is going to get a 100% but as long as they are trying
their hardest and giving me their best thats what is important to me.
4. Students ask for help when they need it.
Something that students can sometimes
struggle with is asking for help when they dont
understand something because they feel dumb or
embarrassed. I expect all my students to ask for
my help if they dont understand a concept, are
confused, or feel lost. I cannot help my students with a problem if I dont realize that
there is a problem.
5. Students ask thought-provoking questions.
I expect my students to ask thoughtful questions when
participating in activities in class or doing assignments.
Younger students tend to blurt out answers without
really thinking first and that can be distracting or cause
them to not really understand the question. If students take 30 seconds-1 minute of
think time whenever asked a question they are more likely to provide a well-thought
answer and to think critically.

Behavioral Expectations
1. Be safe.
Students should make choices that always keep
themselves and others safe. Students should always be
aware of how their actions and behaviors can affect
others and think before they do something.
2. Be responsible.
Students are in charge of how they act and perform at
school, therefore they should always be making
responsible choices such as doing their work well and
on time, being on time to class, having the appropriate materials for class, etc. Students
will be held accountable for listening and following directions.
3. Be respectful.
Students should treat their teacher and other faculty
with respect because they are an authority figure.
They should trust that their teachers and principal
are looking out for the best interest of the students. They should respect their friends
and classmates and their specific needs. Strive to establish a positive learning
environment based on respect of each other.
4. Be caring.
Be considerate of others and their feelings. Before you say
something mean or tattle to the teacher ask yourself Is this helpful
or hurtful?
5. Be positive.
Start each day with a positive attitude. Dont let outside
factors ruin your behavior for the day. If you are
struggling with an assignment dont get upset, ask me for
help and we will work through it together. Dont let little things negatively affect your
learning.
April 16, 2013
Dear Parents,
I would like to formally invite you and your student to my third grade class
for the upcoming school year! I am very excited to have your student in my class and
look forward to helping them grow on their academic journey!
First off I would like to formally introduce myself. My name is Caitlyn Robey
and I am a proud graduate of the University of South Florida with a Bachelors of
Science Degree in Elementary Education. I have a strong passion for teaching and
my students, and my personal goal is to help each and every one of my students
achieve their personal best. In my classroom I have two main expectations for my
students: that they respect others and themselves and that they do their best work
everyday. By following these expectations your student will without a doubt
succeed and do well in my classroom.
It is so important to me to build a strong relationship with your student, as
well as with you. Please feel free to send as much information that you feel
necessary so that I may learn as much as possible about you and your student. With
that being said I always wish to have open communication between parents so if at
any time you need to talk or communicate with me, about anything, feel free to
contact me! My email address is crobey@sdhc.k12.fl.us, and my school telephone
number is (813) 555-5401, I will respond to all emails and phone calls within 24
hours. I will check your students planner daily, so feel free to communicate any
important information that way as well. I look forward to getting to know you and
your student over the upcoming school year!

Sincerely,
Caitlyn Robey