Classroom Management Plan

Hughes Academy Middle School • Greenville, South Carolina
Teacher: Dr. Starr
Courses: Creative Writing and Computer Applications

Classroom Purpose

My goal is to create a safe, welcoming, and organized classroom where students can learn, express themselves, and develop independence. Clear expectations, consistent routines, positive relationships, and respectful redirection will support student success. This classroom plan will be implemented in accordance with current school and district procedures and individual student support plans.

Shared Classroom Expectations

Students in both courses will practice five expectations:

1. Be respectful. Listen when others are speaking, use appropriate language, and respect different ideas, backgrounds, and abilities.

2. Be prepared. Arrive on time with needed materials and a charged device when required.

3. Be responsible. Follow directions, begin work promptly, use class time productively, and ask for help when needed.

4. Be safe. Keep hands, feet, and objects to yourself. Remain in your assigned area unless an activity or teacher permission allows movement.

5. Be engaged. Participate, make an honest effort, and contribute to a classroom where everyone can learn.

Name-calling, teasing, threats, and comments about another person’s body or identity will be addressed promptly.

Daily Classroom Procedures

Routine

Student Expectations

Entering class

Enter calmly, go to the assigned seat, gather materials, and begin the posted warm-up.

Receiving instruction

Pause conversations, put materials or screens in the requested position, and listen for directions.

Getting help

Raise a hand or use the established help signal. Continue with another appropriate part of the assignment while waiting.

Moving around the room

Follow the movement directions for the activity. Request permission before leaving the assigned area for another purpose.

Leaving the classroom

Follow school pass procedures and receive teacher permission before leaving.

Transitioning

Stop at the teacher’s signal, return materials, and prepare for the next task.

Ending class

Complete the exit ticket, submit work, clean the workspace, and wait for teacher dismissal.

I will teach, model, and practice these routines at the beginning of the course and revisit them after breaks or whenever students need additional support.

Creative Writing Procedures

Writing time: Students will begin with a quickwrite, journal prompt, or other posted task. During independent writing, students will work quietly so classmates can concentrate. Students who feel stuck may use a graphic organizer, sentence starter, brainstorming list, or teacher conference.

Sharing and feedback: Students will listen without interrupting and respond to the writing respectfully. Feedback will identify a strength and offer a specific suggestion. Students will not make personal comments about the writer or pressure classmates to share private experiences. Alternative topics will be available when a prompt feels too personal.

Writing boundaries: Students will have opportunities to explore ideas creatively while following assignment guidelines and school expectations. Writing that raises a concern about someone’s safety will be addressed through appropriate school procedures.

Collaboration: Students will use assigned roles when appropriate, such as leader, recorder, presenter, timekeeper, materials manager, and quiet captain. Every student will contribute.

Ownership of work: Students will submit their own writing, acknowledge sources when required, and follow directions concerning collaboration, online tools, and AI assistance.

Computer Applications Procedures

Device readiness: Students will bring a charged device when required, handle equipment carefully, and report damage or technical problems promptly. Food and drinks will remain away from equipment.

Focused technology use: Students will open only the websites, applications, and files needed for the lesson. Games, messaging, unrelated videos, and other off-task activities are not part of instructional time. Phones and personal devices will follow current school procedures.

Attention signal: When I give the attention signal, students will stop typing and place screens in the requested position so they can listen.

Keyboarding practice: Students will practice correct posture, hand placement, and finger use. Progress will emphasize accuracy, proper technique, persistence, and individual improvement.

Digital responsibility: Students will protect passwords and personal information, use respectful language online, and access only their own accounts and authorized materials.

Saving and submitting: Students will use the required file names, save work in the designated location, and check that assignments are submitted successfully.

Technical difficulties: Students will use the help procedure and complete an available alternative task while waiting for assistance.

Positive Reinforcement

I will recognize specific behaviors that support learning, such as beginning work promptly, helping a classmate respectfully, improving keyboarding technique, or revising a challenging paragraph.

Recognition may include:

• Specific verbal praise or written feedback.

• Positive communication with families.

• Opportunities to share work or serve in classroom leadership roles.

• Appropriate classroom privileges consistent with school procedures.

Recognition will emphasize effort, growth, responsibility, and cooperation.

Responding to Behavior Concerns

I will respond calmly, consistently, and with attention to the circumstances and students’ individual needs. For routine concerns, responses may include:

1. A nonverbal cue or brief reminder.

2. Private redirection and clarification of the expected behavior.

3. A seat adjustment, brief reset, or additional instructional support.

4. A student conference and reflection on how to repair the situation.

5. Family contact and a targeted support plan.

6. Administrative support or referral according to school procedures.

Serious or unsafe behavior may require immediate administrative assistance. Students will have opportunities to explain what happened, practice the expected behavior, and return successfully to learning.

Student Support and Family Communication

I will provide clear directions, visual reminders, manageable task steps, and appropriate choices. Required accommodations and behavior supports will be followed. Check-ins, movement opportunities, writing supports, and accessible instructional materials will be used as needed.

Families will receive communication about student successes as well as recurring concerns. When concerns arise, I will describe the observed behavior, explain its effect on learning, and identify practical next steps with the student and family.

Monitoring and Reflection

I will review work completion, participation, warm-ups, exit tickets, behavior patterns, and student feedback to evaluate the plan’s effectiveness. I will adjust seating, routines, pacing, and supports as needed while maintaining clear expectations.

My commitment: I will treat students with respect, communicate expectations clearly, and provide consistent support so they can grow as writers, responsible technology users, and members of our classroom community.