What follows is a proposed management plan that I would integrate into my classroom to create an optimum learning environment.  However, the ideas presented are always subject to change based on the grade level being taught, as well as learning what works well and what needs revision, which comes only with experience.

Room and Materials

Room Preparation

Bulletin boards and walls will be changed weekly or bi-monthly, dependent upon the material we are covering in the classroom. There will be a bulletin board that emphasizes each unit of study. If possible, hall space will also be used to showcase the class's work. The students and teacher will collaboratively discuss the plan for these bulletin boards.

• Student desks will be clustered into groups of four or five, dependent on class size.
• Ideally, two small group areas will exist, one in the front of the classroom and one in the rear.
• The teacher's desk will be situated in the back of the classroom in the corner.
• Standard supplies will be located in the supply center, located in the front corner of the classroom.
• Bookcases will lie beneath the counters, with an additional bookcase filled with recreational/DEAR time books adjacent to the writing and reading center. While this is a permanent center, others will be movable, changing with the lessons.
• Pets such as fish or hamsters will be located on a stable counter near the science center or in an easily accessible place. Students will share in the responsibility for these pets. Plants will be distributed throughout the room, so long as they obtain enough sunlight.

• Extra copies of textbooks will be kept in the classroom in the bookshelves underneath the windows. Students will be responsible for the textbooks that they receive in the beginning of the year.
• Frequently used instructional material will be accessible to students via the supply cabinet, while teacher’s supplies will be kept on or in the teacher’s desk.
• Student belongings will be kept in their locker or desk. If they bring in large objects, such as musical instruments, and do not have an alternate place to store them, we will create a storage area in a corner of the classroom.
• Technological equipment, such as an overhead projector, will be kept in the classroom, either on a stationary desk near the projection screen or on a movable cart. If a television and VCR are not mounted in the classroom, one will be imported as needed. A radio and similar technology will be placed on the windowsill or near the teacher’s desk.
• Seasonal items will be stored in the supply center in a specially marked envelope, or if they are my personal items, I will bring them home.

• For tax or reimbursement purposes, receipts will be kept in my possession until needed in a locked filing cabinet or at my residence.
• Letter school supplies will be obtained from the main office when needed.

Parent-Teacher Communication

Teachers will maintain contact with the parents/guardians through e-mail, if available, or through bi-monthly word-processed newsletters. Also, five to six students each day (as per their desk grouping) will receive a short note in their agenda to bring home and have their parents initial. Any contact from the parents will be copied, recorded, and placed in the respective students’ identity folder in my desk or filing cabinet.

Procedures, Rules, and Discipline

• The teacher’s desk and storage areas are off limits to students unless permission is granted. The same applies for students’ property unless there is a concern for students’ safety.
• Dependant upon the types of "desks" used in the classroom, students will be able to use them for individual storage, as well as their lockers. Each student will also have their own mailbox for returned papers, newsletters, etc. Common areas will be designated in terms of necessity and space.
• A pass for the drinking fountain and bathroom use will be posted next to the door, and must be used during instructional times. Otherwise, student bathroom monitors will be used, taking three fellow classmates to the bathroom at a time.
• The pencil sharpener can only be used before homeroom or during passing times. Students will be encouraged to have a miniature pencil sharpener at their desk.
• Centers, computers, and equipment/station areas can be used when students are completed with their assignments with teacher permission and during pause time/recess. If requesting to use the computers, students must ask to "use," not "play with" the computers. The students are responsible for maintaining the areas that they use.

• Student attention during presentations must be focused on the medium of learning, whether it is the teacher or a worksheet, in order for the highest amount of learning to take place.
• Student participation will be enthusiastic and encouraged, and students will be recognized when they raise their hands. Sometimes students will use echo voices or be asked to respond as a group, in which no hands need to be raised.
• Talk amongst students will be encouraged during group activities and when allowed to do so by the instructor.
• Students may approach the teacher for help during designated free times, during class work, or after school.
• During seatwork, students are allowed to get up and use the bathroom or get a drink by signaling the teacher with one finger in the air. The teacher must acknowledge the student with a nod of the head, and the student must use the provided passes. Students with attention deficit hyperactivity disorder or who are highly mobile in general may get up and move about the room if they do not disturb others and are still completing the work. Similarly, they may sit in any fashion that they choose and will be encouraged to explore any manipulatives in the room quietly.
• When seatwork is complete, students may read a book or draw at their desk, or they may use the computer or a center with teacher permission.

• In the morning, students are expected to come into the room quietly only once greeted, place their homework in the appropriate "in" basket, and begin their bell work, whether it is DEAR time or written work.
• An orderly approach will also be required in the afternoon when leaving the classroom and building.
• Students will line up quietly in a straight line, and silence is expected as the class moves through the halls to specials or other classrooms in order to minimize the distraction of other classes.
• Students attending any pullout resource or speech and language therapy will also transition into and out of the quietly without disturbing others with teacher recognition.
• Teachers, professionals, and helpers within the class will be expected to learn these rules and model the appropriate behavior.

• Each group will be numbered, and when the group’s number is called, students will move to the Reading Center quietly and quickly with all of their materials. Their desks will be clear and tidy.
• The group will pay attention to the teacher, text, or activity at hand. This behavior will be modeled by the teacher and guiding the students when necessary.
• Students who are not in the group will be expected to work quietly on assignments or read at their desks.

• Materials will be distributed by the "materials" student helper of the week. Opportunities will also arise when it is necessary for one member of a pair/group to obtain appropriate materials instead of one general student.
• Students may only "interrupt" a conversation/lesson by raising their hands. If this is not followed, the procedure will be reviewed.
• Bathroom and drinking fountain passes will be located next to the classroom door; they may be used during class as long as it is without disruption to other students and with teacher acknowledgement.
• The library will be considered a "special" with one class meeting a week. Otherwise, students may utilize the "open library time" with a pass from the instructor.
• Resource room and other special needs students will transition in and out of the room at the designated times.
• A trustworthy student assistant will run any errands that I may have to the office. There will be open communication between the office and myself on numerous issues.
• Cafeteria behavior is expected to reflect classroom behavior: kind to one another, etc. I will also be available for half of their lunch period for extra help. The lunch count will be taken and recorded in the morning by the designated student helper.
• After covering playground policies and procedures, students will follow these. After an initial warning, students will lose playground privileges for two days and will have "study hall" instead.
• Fire and disaster drill procedures will be posted in the classroom and reviewed on the first day of school and practiced during school-wide drills. I will explain to the students that this matter is to be taken seriously, and will model the appropriate behavior, including quick and silent executions of the steps and no talking throughout the duration of the drill.
• Classroom helpers will be chosen at random and changed every Monday morning. Jobs will include blackboard cleaners, attendance patrol, lunch wheel monitor, office assistant, materials assistant, etc.

Know the School, Personnel, and Facilities

I will get to know the school, its personnel, and facilities on site by maintaining a positive and professional attitude with the staff, mingling with different people during lunch and at gatherings, attending school events, and participating in school committees. I plan on having a basic understanding of school operations before going into a setting.

Class Roster

I will learn the class roster within the first five days of school. A copy will be left in the substitute folder.

File Information and Chart Due Dates for Reports, etc.

Any confidential information or exams will be kept in a locked filing cabinet. Due dates will be posted on the dry erase board or on a bulletin board, with a suggested outline for larger scale projects.

Disabilities and Accommodations

Adaptations will be made to the classroom setting and individual lessons based on the needs of the learners. I will continue to research new and invigorating ideas to include these students and make their learning experience whole and enjoyable. Lessons will address the multiple intelligences.

Enough Desks, Furniture, Books, Materials

There will be at least two more of everything (textbooks, etc.) in my classroom to allow for visitors, forgotten books, and the like. Extra desks will also be kept unless floor space is an issue. If more materials are required, I will contact the appropriate offices/staff. I will especially be aware of the materials needed for the core classes: English, mathematics, science, and social studies.

Teacher’s Edition

The teacher’s edition of all textbooks will be kept on the teacher’s desk or on a counter/shelf near the teacher’s desk. Important ideas and pages will be bookmarked. Thus they will be easily accessible to any substitute teacher. The students will not be allowed to use these books unless it is an extreme situation, and only with teacher permission.

Procedures for Arrival and Departure, First Day, After First Day

On the first day, I will meet the students at my door and welcome them. This will become part of their regular routine. They will be informed of the first day procedure during the letter sent home in late August. I will also lead them to the buses on the first two days of school. Afterwards, I will accompany them only if there is a worry about a potential problem or if I am a monitor. If the school is predominately made up of walkers, I will follow the students out and monitor street activities.

Name Tags for Students

Students will wear name tags the first two days so that they are able to get to know one another. Students will also create and personalize name tags for their desks. This will help me get to know them.

Bus Listings

Bus listings will be posted on the back of my classroom door or next to it. A map of all bus routes may be showcased in the main corridor or office. If not, I will locate or create one for student use in the classroom.

First Days Plan/Lessons

On the first day, policies and procedures such as hall behavior, group and personal etiquette, and the schedule will be covered. After that, new policies and procedures will be implemented as necessary or as used, and all policies will be reviewed/discussed at my discretion. A file folder for my weeks’ lessons will be located in my desk drawer.

Schedule Established – Accommodate Enrichment Classes and Special Services?

As I am flexible, assemblies, enrichment, and special services will be built in and easily adjusted for, whether it is through shorter lessons or to a higher degree of integrated teaching.

Time Filler Activities

A "bag of fun" will be made up, with games, jokes, or short stories stored inside. Other games can also be played at a moment’s notice, such as Simon Says, or getting up and doing some exercises. Sponge activities also help fill time. Music is also a good transition element/time filler.

Referral Process to Support Personnel

Accurate referral process will be dependent upon the school system, but the first step will definitely be with the teacher.

Accountability Procedures

• Assignments and due dates will be posted on the dry-erase board each morning. The students will copy these into their agendas. Long-term assignments and tests will also be included in the newsletters sent home. All homework assignments, unless otherwise stated, need to be reviewed and initialed by a parent/guardian.
• Neatness will be expected, and legibility will be an important issue. These ideals will be discussed in the first week of school and afterwards as necessary. After the first instance of a general class warning about the guidelines, illegible papers or assignments missing headings will not be accepted.
• A blue or black pen will be used for all assignments except mathematics, where a number two pencil will be used. In expressive writings or activities, students will be able to use markers, colored pencils, etc.
• Work done in pencil needs to be erased completely; with pen, whiteout or one neat line through the incorrect word will be implemented.
• Headings for work will be posted on the wall in the front of the class. Unless the school or district requires another format, the form will be as follows:

Name                        assignment
Subject/period                         Date

• Absent students will have three days to complete missed home/class work, and four days for exams. This work will be stored in the student’s mailboxes.
• I will question any late or incomplete work. Dependent upon the reason given by the student, I will allow him/her to finish the work during that school day. A note from the parent supporting this reason will be requested.
• At least a three day notice will be requested for upcoming homework to accommodate for family vacations and trips.

• Monitoring work in progress will be done throughout the day, specifically during seatwork. Progress on projects will be checked twice a week, and once a day the week the project is due.
• When an assignment is complete, the students will place it in the appropriate "in" box on the counter. (i.e. science homework into the science file.) I will record these in my grade book.
• Records will be kept of students’ grades, attendance, participation, and behavior. These will be kept in my grade book.

• My grading policy will reflect the school and district that I work in. Quarterly grades will be based on various ways of assessment, including classwork, homework, tests, projects, overall growth, etc.
• Students will have bi-monthly meetings with me to discuss their progress, work, and any concerns. Students will also conference with me on all writing assignments. Students can also set up additional times for more support.
• When a student stops doing his assignments, he/she will know the consequences based on the policy set up within the first two weeks of school. This will likely include a special "homework club" that meets during lunch, recess, or after school. If this does not work, I will talk with parents and other professionals for suggestions.
• Graded assignments will be sent home through the student mailbox system. Materials will also be sent home with the students unless circumstances suggest other measures. Large projects will be sent home on Fridays, with the students receiving this notice early in the week so that they can make any necessary arrangements.
• Student work will be displayed in the classroom on bulletin boards, in the hall, and projects will be displayed in showcases if possible so that others can see the finished products.
• Students will be able to assess each other’s work through peer conferences. Students will be able to grade themselves by evaluating their work based on the assignment rubric (which will ideally be created by the whole class on major assignments), followed by a teacher grading.