Issue link: http://educator.cta.org/i/1158290
T H E P U R P O S E O F a classroom management plan is to hold students accountable for misbehavior — without having to yell, scold or lecture. When used correctly, a classroom manage- ment plan eliminates the need to use these and other stressful, counterproductive methods. It allows you to demand impeccable behavior without causing friction and resentment — which then frees you to build meaning ful and influential relationships with your students. To set up a plan, you must first devise a set of rules that cover ever y conceivable misbe- hav ior or di sr uption that c oul d crop up in your classroom. I recommend the following four rules: • Listen and follow directions. • Raise your hand before speaking or leaving your seat. • Keep your hands and feet to yourself. • Respect your classmates and your teacher. N o t e : F o r h i g h s c h o o l c l a s s r o o m m a n a g e m e n t , s e a r c h m y b l o g a t smartclassroommanagement.com. ese rules work because they make sense to students, they 're fully enforceable, and they cover all the bases. Also, because of their refreshing lack of ambiguity, they discourage arguing, complain- ing and finger pointing. Next, you' ll need a set of consequences to give your rules the muscle they need to effectively manage and control your classroom — because without consequences, rules are merely suggestions, destined to fall on deaf ears. e best consequences are those that don't interrupt the flow of your classroom, that are quick and easy to carry out, and that strongly dissuade students from misbehaving. I recommend the following three conse- quences: • First: warning. • Second: time-out. • ird: letter home. Note: When a student reaches the third con- sequence, they will also return to time-out. For every subsequent time they misbehave, they will cycle back to time-out. Print both your rules and consequences on a large poster board and display them prominently in your classroom. You will refer to your classroom management plan often, and thus your students need to be able to see them wherever they're seated. Set aside a desk or two for the sole pur- pose of time-out. The desk doesn't have to be stuck in a corner or far away from the rest of the class. It just must be separated to some degree. It is the symbolic separation from the rest of the class, and the feelings it evokes, that makes time-out effective. It's not a separation of humiliation or gloomy punishment. It's one How to set up a simple, effective plan By Michael Linsin c l a s s r o o m m a n a g e m e n t "When used correctly, a classroom management plan eliminates the need to use stressful, counterproductive methods, which then frees you to build meaningful relationships with your students." 31 A U G U S T / S E P T E M B E R 2 019